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2019 TASH Conference
Attending this event?
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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Wednesday, December 4
 

11:30am

TASH Board of Directors Meeting
Open to TASH board members only.

Moderators
avatar for Ruthie-Marie Beckwith

Ruthie-Marie Beckwith

Executive Director, TASH
Ruthie-Marie Beckwith, Ph.D. is the Executive Director at TASH, a non-profit that advocates for human rights and inclusion for people with significant disabilities. She is a national consultant who helps people with disabilities develop and implement strategies for greater autonomy... Read More →
avatar for Ruby Moore

Ruby Moore

Executive Director, Georgia Advocacy Office
Ruby Moore is the Executive Director of the Georgia Advocacy Office, the designated Protection and Advocacy System for People with Disabilities in Georgia. Moore is nationally known for her work in the disability field over the past 40 years, particularly in the areas of employment... Read More →

Wednesday December 4, 2019 11:30am - 6:00pm
Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

6:30pm

Registration Opens!
Welcome to the 2019 TASH Conference!  Stop by to pick up your name badge before the rush! Registration will be open during these hours.

Thank you to our tote bag sponsor, Anthem, Inc.!
Thank you to our lanyard sponsor, Public Consulting Group!
Thank you to our "At a Glance" sponsor, TransCen, Inc.!


Wednesday December 4, 2019 6:30pm - 8:30pm
Akimel Foyer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226
 
Thursday, December 5
 

7:00am

Registration
Check in and get your name badge here! Registration will be open during these hours.

Thank you to our tote bag sponsor, Anthem, Inc.!
Thank you to our lanyard sponsor, Public Consulting Group!
Thank you to our "At a Glance" sponsor, TransCen, Inc.!

Thursday December 5, 2019 7:00am - 6:00pm
Akimel Foyer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

7:59am

About Thursday Workshops
Thursday Workshops are short-course workshops that are delivered by teams of presenters around a particular topic in an assigned room from 1.5-4 hours. Workshops allow attendees to dive into popular topics in more depth. Workshops will take place on Thursday only.

Thursday December 5, 2019 7:59am - 5:00pm
Sheraton Grand at Wild Horse Pass 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

The Business of Human Dignity: How Work is Critical to Life, Happiness and Well-Being
The American job market has never been as dynamic and innovative as it is today. Yet, for too many Americans with disabilities, we remain on the sidelines of our nation’s great workforce.
Commissioner Julie Hocker will use her own career path as a backdrop to examine the never-before- seen opportunities for people with disabilities in the labor force.  As we look to advance economic mobility and healthier outcomes for all Americans, she will examine the barriers that remain for people with disabilities and the life-changing outcomes for people who are engaged in meaningful, integrative and competitive employment.

Presenters
avatar for Julie Hocker

Julie Hocker

Commissioner, Administration on Disabilities, Administration for Community Living (ACL), U.S. Department of Health and Human Services
Julie Hocker joined ACL as the Commissioner of the Administration on Disabilities on October 1, 2018. Hocker brings to the role extensive experience in operational process improvement, risk management, and effectiveness assessment. Ms. Hocker joins ACL from the Charles Koch Foundation... Read More →


Thursday December 5, 2019 8:00am - 8:30am
Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

The Difference Five Years (and a lot of hard work) Can Make: One Legacy Organization's Journey from Segregation to Integration
Limited Capacity seats available

Our legacy organization began in 1950 as the Cerebral Palsy School, providing educational services to students not welcomed into the public school system. In the 69 years since, the organization has reinvented itself numerous times, based on mission, trends of the time, and/or funding demands. The most recent and most fundamental transformation began in 2014 at which time the organization provided medically-focused day services to over 100 people in two congregated settings. This presentation tells the story of the five year journey from congregated services to fully integrated, customized supports. The journey is shared by a panel including the Executive Director who presided over the transformation, a person who experienced the transformation, a parent who experienced the transformation, and a board member who drove the transformation.

Presenters
HL

Hope Leet Dittmeier

Executive Director, Mattingly Edge
Supporting people to experience a home of one's own, a good job, and meaningful relationships!


Thursday December 5, 2019 8:00am - 10:00am
Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

Communication Access is a Social Justice Issue
Limited Capacity seats available

In this workshop, presenters and attendees will help to answer the question: What can I do to expand access to communication for everyone across the lifespan? Presenters will examine issues of equity and social justice as they relate to communication access. Our team will examine ways in which attitudinal barriers, structural ableism, and structural racism limit autonomy and communication access for individuals with communication support needs. Presenters will share current data related to access gaps in services, training, and technology, as well as areas where additional research is needed. Finally, we will propose action steps and strategies to be taken by individuals and teams, as well as advocacy at the local, school, state, and national levels. Attendees will have an opportunity to develop their own  action plan based on dialogue and problem-solving during the session.

Presenters
avatar for Pascal Cheng

Pascal Cheng

Education and Communication Specialist, Howard Center
I currently work for the Howard Center in Burlington, Vermont as an educational and communication specialist, providing training and consultation in the areas of augmentative/alternative communication, assistive technology and literacy for children and adults with developmental disabilities... Read More →


Thursday December 5, 2019 8:00am - 12:00pm
Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

TASH Doctoral Students and Early Career Faculty Workshop
Limited Capacity seats available

This Thursday session is meant for you! Come learn about important topics for doctoral students and early career faculty! During this session, nationally-recognized faculty will share their strategies for beginning a successful career as a faculty member in special education. Topics addressed during this session include strategies for succeeding in academia, writing manuscript reviews, establishing a research agenda, obtaining grants and external funding, interviewing for faculty positions, and publishing in RPSD and other journals. This year, we also have a panel session focused on advice for doctoral students.

Full agenda forthcoming

Moderators
avatar for Alison Zagona

Alison Zagona

Assistant Professor, University of New Mexico
I am an Assistant Professor at the University of New Mexico, and I am the co-Chair of the TASH Early Career Researcher Network. My research is focused on inclusive education and instructional, social, and behavior supports for students with complex support needs. I am also passionate... Read More →

Presenters
avatar for April Regester

April Regester

Associate Professor, University of Missouri - St. Louis
avatar for Magen Rooney-Kron

Magen Rooney-Kron

Doctoral Student, University of Illinois- Urbana Champaign
Hi! My name is Magen and I am a 3rd year doctoral student at U of I- Urbana Champaign. My research focus is on the employment of people with significant disabilities. I am interested in looking at the use of interagency collaboration and supported employment in supporting students... Read More →
avatar for Virginia Walker

Virginia Walker

Assistant Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte
Virginia L. Walker, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Dr. Walker began her career as a special education teacher of students with low incidence disabilities in Atlanta... Read More →
avatar for Jennifer Kurth

Jennifer Kurth

Associate Professor, University of Kansas
Inclusive Education
avatar for Andrea Ruppar

Andrea Ruppar

University of Wisconsin-Madison
avatar for Martin Agran

Martin Agran

University of Wyoming
Dr. Martin Agran is a nationally recognized researcher in the area of special education. He is a professor and former department head in the Department of Special Education at the University of Wyoming. Additionally, he served as a professor in the Special Education Departments at... Read More →
SC

Susan Copeland

Professor, University of New Mexico
avatar for Fred Spooner

Fred Spooner

Professor, UNC Charlotte
Fred Spooner (Ph.D., University of Florida) is a Professor in the Department of Special Education, and Child Development and Principal Investigator on a Personnel Preparation Project involving distance delivery technologies at the University of North Carolina at Charlotte, and Co-Principal... Read More →
avatar for Katie McCabe

Katie McCabe

University of Wisconsin-Madison
avatar for Stacy Dymond

Stacy Dymond

Professor, University of Illinois
Department of Special Education
avatar for Erik Carter

Erik Carter

Professor, Vanderbilt University
Erik Carter is Cornelius Vanderbilt Professor of Special Education at Vanderbilt University. His research and teaching focuses on evidence-based strategies for supporting inclusion, belonging, and valued roles in school, work, community, and congregational settings for children and... Read More →


Thursday December 5, 2019 8:00am - 12:00pm
Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

Relaxation Room
A low-sensory relaxation room is available for all TASH conference attendees located near the Akimel Foyer.

Thursday December 5, 2019 8:00am - 5:00pm
Meeting Room: Thunder 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:45am

History of Employment for People with Disabilities
Limited Capacity seats available

TBA

Presenters

Thursday December 5, 2019 8:45am - 10:15am
Meeting Room: Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:45am

Making Collaboration Work: Creating Systems Change through Community Stakeholder Engagement
Limited Capacity seats available

Creating state systems that support employment, community inclusion and community participation for youth and adults with disabilities requires change at every level. From the very first conversation staff have with people and their families, to the services that are available, to how state systems work with each other and with community partners, resources, policies, and practices must align. In the District of Columbia, stakeholders are engaged in a multi-year effort to reframe our entire system to advance employment and support ongoing opportunities for community inclusion. This interactive panel, representing state staff, family advocates, self-advocates, community service providers, and subject matter experts, will share successful systems change efforts in the District of Columbia and across the country, from broad perspectives and experiences. Panelists will discuss their experience and strategies for getting key stakeholders to the table, supporting them to ensure that broad voices are heard, creating feedback loops using ongoing stakeholder feedback, and leveraging multiple systems change initiative to support common goals. Partners have worked to align multiple initiatives, including Employment First, a well-established Supporting Families Community of Practice, support for statewide self-advocacy, Supported Decision-Making, a Partnerships in Employment Systems Change Grant, workgroups that ensure meaningful input into HCBS Waiver design, a cross-agency Cultural and Linguistic Competence Community of Practice, and more. The work of our partnership is based on Implementation Science. Implementation Science is the study of the factors that influence the successful and effective implementation of innovations and change processes. Effective change is better ensured when implementers focus on Competency, Leadership and Organizational Drivers, which improve and sustain organizational change efforts (National Implementation Research Network). Throughout the session, presenters will outline the core components of implementation science to promote systems change. Panelists will discuss how Implementation Science has supported their successful introduction of innovations and their ability to bring positive changes to scale. Throughout this session, participants will have opportunities use implementation science resources to assess their organization s readiness to implement system changes, and possible next steps. Through interactive dialogue, participants and presenters will share their experiences, successes, challenges strategies and resources to promote approaches that have been proven to work.

Presenters
avatar for Erin Leveton

Erin Leveton

Director, Alvarez & Marsal
avatar for Phyllis Holton

Phyllis Holton

Deputy Director, Quality Trust for Individuals with Disabilities


Thursday December 5, 2019 8:45am - 10:15am
Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

9:00am

Applying Disability Studies Principles in Special Education Coursework
Limited Capacity seats available

Historically, educational practices for students with disabilities have fallen under special education, or what can be referred to as the medical model of disability, which has perpetuated segregation, labeling, and the idea that disability requires a separated and isolated location of schooling (Carrington, 1999) Disability Studies in Education (DSE) perspective, recognizes that educational strategies may need to be differentiated for students with disabilities, as they would for any student (e.g., English language learners, students identified as gifted and talented, etc.). DSE encourages inclusive educational practices and focuses on the strengths and needs of a child, rather than the disability label or diagnosis. This framework prepares educators to view and respond to disability in a different manner, where impairment does not define the individual. In our current field, we prepare prospective educators to examine disability from a medical model framework, one in which you identify a disability, and structure curriculum to focus on closing this perceived educational gap to normalize the individual as much as possible. Because special educators focus on student deficits, and push to help students overcome these deficits, we are caught in the troubling space of, first and foremost, searching for inabilities as we teach. Within the DSE framework, the social model of disability provides an alternative view in the way disability is understood. From a social model of disability perspective, disability is viewed as a difference rather than an abnormality, deficiency, or impairment (Valle & Connor, 2011). The social model of disability focuses on barriers and structures that affect the individual within the environment (McMaster, 2015). These barriers can hinder an individual s ability to obtain equal access than someone without an impairment. Therefore, in an attempt to build a diverse and inclusive classroom community, this session will focus on how to view disability from a social model perspective within a medical model structure and how educators can change their teaching practices.

Presenters
avatar for Audri Gomez

Audri Gomez

Associate Director, Thompson Policy Institute on Disability-Chapman University


Thursday December 5, 2019 9:00am - 12:00pm
Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

9:00am

Humanizing the Planning and Case Management Experience with MyCompass Planning
Limited Capacity seats available

For many years, Skills Society has worked hard to be a fertile ground for fresh ideas, and radical innovations to emerge because of our strong values, focus on continuous learning and the creative culture we have built together. Something that continued to challenge and frustrate us was how bureaucratic and dehumanizing the planning and case management experience can be for people with disabilities. We noticed how people with disabilities and their families can often be left out of the planning process, lacking control and say in the services they receive. We also noticed how conventional planning processes leave little opportunity for creativity and outside the box thinking, making it challenging for people and their supports to come up with meaningful citizenship roles and employment opportunities. In response to these challenges, a decade ago, we set out to explore the following question: How might we transform service planning from what can often be a bureaucratic, dehumanizing and less than engaging experience, into a delightful, insightful and truly meaningful collaboration? Two ideas emerged from these explorations and have evolved to become (1) MyCompass Planning: People Powered Planning, an online suite of case management tools and (2) MyCompass Planning Labs, a disciplined brainstorming process to support goal generation. Both tools incorporate Human Centred Design principles which are about disciplined problem solving and really empathizing, learning, and listening to the people we are trying to design solutions with. Design thinking MyCompass Planning: People Powered Planning MyCompass Planning: People Powered Planning is an online platform (www.mycompassplanning.com) developed by Skills Society, Southern Alberta Community Living Association and Lift Interactive, that humanizes planning and case management. Importantly, the platform was developed with people with disabilities and their supports who provided input, insights, and feedback throughout the entire process. MyCompass Planning makes it easier: For people with disabilities and their families to be at the helm when designing the service they want and deserve To follow up on plans so there is increased accountability that a person's plan is acted upon and achieved To train and enhance the skills of human service workers whose role is central to ensuring plans are high quality and centred on what a person receiving services wants and needs MyCompass is changing the way service organizations approach planning. Rather than being bound by rigid, dehumanizing planning meetings that happen once or twice a year, MyCompass is flexible and adaptable, enabling people and their supports to plan and strategize as life unfolds. MyCompass Planning Labs MyCompass Planning Labs are a think tank process for discovering innovative ways to connect people with disabilities to meaningful citizenship roles and employment opportunities in community. The Citizen Action Lab is a process that helps unlock creativity in Community Support Workers so they can strengthen their approaches to supporting people with disabilities to uncover and connect with all the things that make life great. Over the years we have refined the think tank process. MyCompass Labs bring support workers together to generate fresh ideas for meaningful citizenship roles and employment opportunities. Over the course of one and half hours, a steward takes the group through a series of disciplined creative processes which enable them to first think and dream big and then slowly refine their ideas into concrete, achievable goals and tasks that can later be entered into an individual s MyCompass plan. The labs spur people to think differently and encourage "outside the box" thinking in 5 life domains: Paid Employment Community Connections Health and Wellness Strengthening Relationships Homelife. Join us for this interactive workshop where you will learn about and experience our approach to humanizing case management and the two processes we have developed: MyCompass Planning and MyCompass Planning Labs. As part of the workshop we will break into small groups and go through a MyCompass Lab process together. After, there will be an opportunity for reflection and sharing as to how human centred design principles might fit within the context of participant's work.


Thursday December 5, 2019 9:00am - 12:00pm
Meeting Room: Bird 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

9:00am

UDL IRL (In-Real): Frameworks for Creating Sustainable System-Wide Training and Implementation Solutions
Limited Capacity seats available

Although differentiating curriculum though UDL can seem like a daunting task for teachers and administrators, closing the gap between research and practice can be attainable in-real-life. Creating systems that support the implementation of universally designed learning practices begins with understanding site needs, training, technology, and current teaching practices. Using current curriculum maps, and district curriculum, we will show how staff can begin using existing frameworks to support implementing UDL frameworks. Additionally, staff will learn how specific technology solutions effectively support UDL and understand implementation and training barriers often missed. Given limited time and resources, we will identify critical implementation practices that support sustainability, as well as innovative solutions for training. We will discuss how schools can shift the paradigm to support both staff and students in inclusive classrooms by sharing effective teaching practices that empower teachers to efficiently meet the needs of all learners.

Presenters
VD

Vanessa DiCarlo

Founder, IncludED Consulting, LLC


Thursday December 5, 2019 9:00am - 12:00pm
Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

9:00am

A Foundation from Social Role Valorization: Framing the Reality and Imagining What is Possible
Limited Capacity seats available

This workshop is designed as an introduction to some of the principles of Social Role Valorization (SRV). SRV is a powerful set of ideas useful in supporting people who are marginalized and excluded to have access to the good things in life by addressing devaluation.

Together, we will discuss the devaluation that people with disabilities live with, the concepts of heightened vulnerability and interpersonal identification, and the numerous other ways we, as a society, cast people into devalued status through an unspoken consensus and overt action.

We will explore the benefits and opportunities that are available when a person has valued social roles and how to focus on valued roles in our visioning and planning tools. Participants will learn and discuss how valued social roles help us access some of the good things in life and how we can better support people with disabilities to acquire, strengthen and maintain valued social roles as a tool for combating devaluation.

Throughout the session workshop, participants will…
  •  Begin to understand some of the principles of Social Role Valorization
  •  Recognize the relationship between segregation and devaluation
  •  Describe how our values are identifiable through our actions
  •  Understand the power that valued social roles can have in the lives of people who live in devalued status
  •  Learn about interpersonal identification
  •  Articulate how mindsets influence our expectations
  •  Understand the necessity of having a big vision in supporting people to have a full, meaningful, inclusive life


Thursday December 5, 2019 9:00am - 3:00pm
Meeting Room: Jackrabbit 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

10:15am

Participant Engagement: Nothing About Us Without Us
Limited Capacity seats available

This interactive presentation will provide techniques and best practices currently being used successfully to include people with disabilities and families and enhance diversity and inclusion in policy making and system design efforts currently underway in various states. Participants will learn how to utilize mentors, pre-meetings, meeting space, seating arrangements, reimbursements, and easy read documents to support people with disabilities and families to serve effectively on boards and policy-making bodies as well as identify alternative methods for gaining a more diverse array of input into decision-making. The presentation is based on a national study of Developmental Disability Councils, Protection and Advocacy agencies, University Centers for Excellence in Developmental Disabilities and State Departments of Developmental Disabilities. Every participant will have an opportunity to complete and leave the presentation with a force field analysis of their current situation to identify where to most effectively place their future participant engagement efforts.

Presenters
avatar for Mark Friedman

Mark Friedman

Associate Professor, City University of New York (CUNY)
1. People with disabilities serving on boards of directors and policy making bodies.2. Online teaching.3. Disability Studies


Thursday December 5, 2019 10:15am - 12:00pm
Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

10:30am

Advancing Competitive Integrated Employment at the National, State, and Local Level
Limited Capacity seats available

Diverse and Inclusive Communities demand systems change that guarantee Competitive Integrated Employment (CIE) is the expectation and accessible to all. The U.S. Department of Labor's Office of Disability Employment Policy (ODEP) has supported state systems change efforts through its Employment First State Leadership Mentoring Program (EFSLMP) and Visionary Opportunities to Increase Competitive Integrated Employment (VOICE) initiatives since 2012. This session will give an overview of ODEP's latest milestones, initiatives, and resources to build capacity to increase competitive integrated employment for individuals with disabilities, and give examples of ways advocates can get involved at the national, state, and local levels to increase employment opportunities.

Presenters
avatar for Richard Davis

Richard Davis

Policy Advisor, Office of Disability Employment Policy


Thursday December 5, 2019 10:30am - 12:00pm
Meeting Room: Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

10:30am

Workforce "Win-Wins" - Piloting a DSP Academy for Transitional Youth
Limited Capacity seats available

In Spring 2019, RCM of Washington, a District of Columbia-based provider agency, rolled out a pilot program aimed at training various target groups to become employed as Direct Support Professionals. Coined "The DSP Academy", this eight-week experiential learning course provided an inclusive group of transitional youth soft skill training, project-based field work, and all the essential Direct Support Professional curriculum required by the District of Columbia Department on Disability Services. This included life-saving skills such as CPR, First Aid and Crisis Prevention Intervention. All courses were taught by a variety of content area experts. RCM of Washington received funding, referrals, and support from DC's Rehabilitation Services Administration. In addition, the District of Columbia Public School's Career Bridge program provided participant referrals to ensure an inclusive cohort of learners. The program trained eleven transitional youth nearing graduation, including eight participants enrolled in special education courses in their schools and three receiving general education. RCM of Washington adapted the typical DSP training curriculum to meet the needs of the learners, and learned many useful lessons along the way. The academy included aspects of peer-to-peer mentoring. Upon completion of the eight-week program, nine of the eleven participants graduated from the program and had passed all required exams. If interested, participants were assisted in finding employment within the community as a Direct Support Professional, and provided follow-up support. This session aims to provide an illustrated case study that promotes two main priorities in the field of intellectual and developmental disabilities: promoting Employment First and addressing the apparent DSP workforce crisis.

Presenters
avatar for Amy Brooks

Amy Brooks

CEO, RCM of Washington
A disability rights activist dedicated to creating inclusive opportunities for all people to actively participate in their communities.


Thursday December 5, 2019 10:30am - 12:00pm
Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

1:00pm

How to Develop Employment Programs that Economically Benefit Employers
Limited Capacity seats available

This session will provide methodology, strategies and tools for Employment Specialists to manage the employer engagement process to achieve stronger employer relationships. This session is intended to assist employment staff who work with local employers to offer consistent, quality employment services that benefit a business' operation. The information provided is based on the U.S. Dept. of Labor Office on Disability and Employment Policy (ODEP) Employer Economic Impact Study. This national study provided an employer's perspective on the benefits and economic impact of employment services including customized employment when hiring job candidates with a disability. These employers describe how customized employment has had a direct economic impact on their overall operation. Specific, measurable benefits that other Employment Specialists can use to describe their services will be presented.

Presenters
avatar for Dale Verstegen

Dale Verstegen

Senior Research Associate, TransCen, Inc.


Thursday December 5, 2019 1:00pm - 2:30pm
Meeting Room: Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

1:00pm

Key Elements to Supporting Students with Significant Disabilities to be Successfully Employed Before Leaving School
Limited Capacity seats available

Utah's School to Work Initiative is designed to improve employment outcomes for students with the most significant disabilities. To achieve this, we work with education teams in their local communities to coordinate services and supports and supports. The goal of the the school to work initiative is to ensure that students with disabilities access the full range of supports necessary to live, work and be active in their communities before they leave school.


Thursday December 5, 2019 1:00pm - 2:30pm
Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

1:00pm

Community Conversations as an Innovative Approach for Informing Transition Services for Youth with Disabilities
Limited Capacity seats available

Far too many youth with disabilities (especially those with significant disabilities) are not transitioning successfully to careers, college, or community life after high school. Many schools and agencies struggle to design services and supports that elevate the outcomes of transition-age students. We present "community conversation" events as a promising approach for helping school districts identify new partners and possibilities that can strengthen the quality of transition education necessary for building truly diverse and inclusive communities across one state. We will describe core components of the approach and illustrate how it can be applied to inform technical assistance and professional development regarding postsecondary transition across schools. Finally, we will report findings from our mixed-methods study of nine community conversation events across diverse and unique communities. We will describe the perceptions within and across these communities regarding partnerships, training, and other supports needed for youth with disabilities, including those with the most significant support needs, to become contributing members of these communities.

Presenters
MS

Michele Schutz

Doctoral Student, Vanderbilt University
avatar for Erik Carter

Erik Carter

Professor, Vanderbilt University
Erik Carter is Cornelius Vanderbilt Professor of Special Education at Vanderbilt University. His research and teaching focuses on evidence-based strategies for supporting inclusion, belonging, and valued roles in school, work, community, and congregational settings for children and... Read More →


Thursday December 5, 2019 1:00pm - 3:00pm
Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

1:00pm

Nurturing Community: Showing up with Vision, Hope and Courage
Limited Capacity seats available

Person Centered Planning was first introduced in the 1980s. It was intended to be a revolutionary act to build diverse and inclusive communities for ALL people. If you don't see Person Centered Planning as a radical act, then come join our session about reclaiming its roots. Person Centered practice is not about asking people with disabilities how they want to be supported within our systems and structures. It is about pushing the boundaries of community, one person at a time, so more people can live the good life. Deinstitutionalization has, by itself, failed the people it set out to liberate. Despite decades of implementation, too many people with disabilities continue to live lives that are in community, but not really part of it. We will talk about the history of community building and why it continues to challenge us; along with service systems, and communities. Together we will examine the question of what is  good enough when it comes to building community with people with disabilities. What are we willing to accept? How do people's experiences, including our own, shape that measurement? Building inclusive communities requires a commitment to supporting people to discover their gifts and finding the places where those gifts will be received, and where they can shine. This session will offer strategies that are at the core of person centered work: such as asset mapping, capacity-based thinking, and building valued experiences. We will talk about the role of supporters and the community in building diverse and inclusive communities. This session is part 1 of 2 (see Showing Up with Vision, Hope and Courage Creates& Vision, Hope and Courage.) They are designed to build on each other, but please feel free to join us for one or for both.

Presenters
avatar for Laurie Kimball

Laurie Kimball

Director, KFI South, KFI
Laurie has made a career of facilitating support for people with disabilities to live real lives and participate in socially valued lifestyles in their communities. Laurie's passions are for positive approaches to challenging behavior, person centered services and building community... Read More →


Thursday December 5, 2019 1:00pm - 3:00pm
Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

1:00pm

Exploring the Evolving Practice of Supported Decision-Making
Limited Capacity seats available

This three-hour session will cover many of the crucial areas of supported decision-making (SDM) practice now taking place in the US and elsewhere. This will include SDM legislative initiatives in the US, SDM being combined with other supports, progress with rights restoration, capacity building with people interested in SDM, SDM in the health care context, educational and capacity building efforts directed to expanding SDM, creating coalitions and alliances to build interests and support in SDM, the continuing emergence of a variety of SDM resources, SDM being targeted to specific groups (e.g. developmentally disabled, elders, people with mental health needs, children, people with communication challenges, families and other supporters of people practicing SDM, etc.), pilot projects involving SDM, protective options that can be easily coupled with SDM, challenges to the quality of SDM practice, and more. The intent for the session is to be exploratory and participatory and would be open to interested people who are initially exploring SDM as well as people with much longer engagement with SDM practice.

Presenters
avatar for Michael Kendrick

Michael Kendrick

Director, Kendrick Consulting Intl
I have been very involved in person centered approaches that result in enriched lives for the person who is the focus. This interest has led to many associated questions such as values based leadership, defining and achieving quality outcomes, embedding people in valued roles in community... Read More →


Thursday December 5, 2019 1:00pm - 4:00pm
Meeting Room: Bird 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

1:00pm

Diversity and Cultural Competence
Limited Capacity seats available

The purpose of the annual TASH Research Colloquium is to provide information about current research that addresses topics of interest to TASH members. One of the most important priorities in our field is to address diversity and ensure cultural competence. This research colloquium will host presenters who will be sharing information about descriptive and intervention research among diverse populations.
Discussant: Charles Dukes

Full agenda forthcoming

Moderators
Presenters
avatar for Amanda Miller

Amanda Miller

Assistant Professor, SUNY Cortland
Amanda's research concentrates on the mechanisms (systems and processes) that propel and dispel inequities for students from minoritized groups in and through special education. Her research is framed by humanizing approaches to inquiry, Disability Critical Race Studies (Dis/Crit... Read More →


Thursday December 5, 2019 1:00pm - 5:00pm
Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

2:45pm

The Conversation of Our Time: Employment, Diversity, Equity, Race, & Disability
Limited Capacity seats available

For decades, we have valued the role of employment in transforming the lives of persons with intellectual and developmental disabilities. The passage of civil rights legislation has ensured the protection of rights, and more and more people are enjoying full, meaningful lives in the community. At the same time, we have struggled to provide culturally relevant services - services that effectively bridge the gap between the intersectionality of employment, diversity, equity, race, and disability. Join us in this conversation as we explore this critical path before us in the field of supported employment. We will reflect on our collective values around equity, race, and culture and challenge the status quo; we believe this conversation is the key to Employment for All.

Presenters
avatar for Chisa O'Quinn

Chisa O'Quinn

Program Manager, Wise
avatar for Cesilee Coulson

Cesilee Coulson

Executive Director, WISE
We provide consulting services to state governmental departments, community employment agencies, schools, employers, families and individuals to build the capacity of each sector to support employment in community businesses for individuals with intellectual and developmental dis... Read More →


Thursday December 5, 2019 2:45pm - 3:45pm
Meeting Room: Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

2:45pm

Transforming Workforce Development through Customized Employment and Employer Engagement
Limited Capacity seats available

In the 80s, we encouraged employers to hire the handicapped. In the 90s, we suggested they take advantage of an untapped labor pool. Regardless of our efforts, the unemployment, underemployment and participation rates for individuals with disabilities have not changed much. Still, well into the 21st century, 70% of individuals with disabilities are unemployed or underemployed. Hiring an employee is a business decision, not a charity decision. Employers hire people who can contribute to their business - increasing awareness or subsidizing wages is not enough. Employment is a relationship between two parties (the employer and job seeker) and our job is to effectively create a win-win for both the business and job seeker with disability. As Employment Consultants, we must develop and implement a flexible process designed to individualize employment relationships between a job seeker and an employer in a way that meets the needs of both. This presentation will look at ways to re-frame how we approach and partner with employers, and provide examples of how employment professionals can utilize those strategies in developing employer relationships and career opportunities for individuals with disabilities.

Presenters
avatar for Laura Owens

Laura Owens

President, TransCen Inc.
My area of interest and work is on competitive integrated employment, community inclusion and self-directed IEPs/transition planning. I have done a lot of work using community conversations that have been very successful in bringing communities together around transition and integrated... Read More →


Thursday December 5, 2019 2:45pm - 5:00pm
Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

3:15pm

Showing Up with Vision, Hope and Courage Creates & Vision, Hope and Courage
Limited Capacity seats available

Diverse and inclusive communities, communities that embrace people with disabilities, are the stated  goal of our service systems. We have lists of best practices and strategies to guide people and their teams through planning to have meaningful lives with real relationships. Why, when we have so many tools and good examples to ground our work, are people still living lives ensconced in the service system with few opportunities to truly belong? It is important to agree on a definition of community, both what it is and what it is not.  Community is not a location, or a place for an outing. It is not a place to take a trip for the day or go be seen. It is not a trip to the library or the local burger joint. Community is a fellowship of people connected by interests, passions, attitudes, and goals. Community is a collection of people connected by something they share. When we talk about building inclusive communities, we need to be finding the places where people gather around something they have in common, something important to each of them. Those are the places where we begin. Pushing up against the inherent boundaries of community is challenging work. It takes courage, and vulnerability, to envision the possibilities and be a champion for change. The work of building diverse and inclusive communities requires more from us than following a process, no matter how good that process is. Building real community with people is an art. As such, it requires we engage our own hearts as well as our minds. It is only then that we discover the possibilities. Take a walk with us as we explore our roles in building community. We will talk about challenges and perceptions, both internal and external. We will create a space to explore how to tap into the gifts of the person, the team, the community and ourselves to build real community connection. This session is part 2 of 2 (see Nurturing Community: Showing up with Vision, Hope and Courage.) They are designed to build on each other, but please feel free to join us for one or for both.

Presenters
avatar for Laurie Kimball

Laurie Kimball

Director, KFI South, KFI
Laurie has made a career of facilitating support for people with disabilities to live real lives and participate in socially valued lifestyles in their communities. Laurie's passions are for positive approaches to challenging behavior, person centered services and building community... Read More →


Thursday December 5, 2019 3:15pm - 5:00pm
Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

3:15pm

Teaching Healthy and Safe Friend and Romantic Relationship Skills
Limited Capacity seats available

Diverse and Inclusive Communities are hollow without friendships, romantic relationships, safety, and sexuality. For generations, people with disabilities have been sexually abused, denied romantic relationships and healthy intimacy. Using an educational video (Mike's Crush) and a mechanism to identify healthy and unhealthy situations and behavior students and adults have learned these skills. This author has taught relationship skills, NOT social skills to a wide range of people with intellectual disabilities and autism in schools and in their homes for the past 10 years. The Mike's Crush video and the "Creepy Meter" provide adolescents and adults a mechanism to identify safe and unsafe behavior and situations in themselves and others. These skills facilitate and support safe friendships, romantic relationships, and for some intimacy, touch, and sex. A participant in this healthy relationships program will discuss how it works and its impact on her.

Presenters

Thursday December 5, 2019 3:15pm - 5:00pm
Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

3:15pm

Pre-Employment Transition Services, a Launchpad to Success for CIE
Limited Capacity seats available

The Workforce Opportunity and Innovation Act (WIOA) has opened up endless opportunities for students and individuals with disabilities to learn skills to help facilitate post-secondary vocational success. However, time has proven that the unexpected benefits of Pre-Employment Transition Services lies in the relationships that are built that strengthen the discovery process, facilitate identification of individual needs, and develop trust that ultimately leads to enhanced job development and Competitive, Integrated, Employment (CIE). Learn how one Kentucky Community Rehabilitation Provider (CRP) implemented and delivered the the required activities through unique curriculum to reach individuals with the most significant impact of disabilities, those who often fall between the cracks without opportunities in adulthood. During this interactive session, providers, agencies, employers, parents and educational consultants learn how to work together to use WIOA guidelines to maximize the benefit of the student and/or job seeker. The speakers, who believe that collaboration is the key to success, will offer perspectives from a parent, provider, employer, educational consultant, and recreational therapeutic viewpoint. In addition proprietary curriculum techniques will be introduced that can help your agency or school also become a leader in the Pre-ETS field. Learn how the skills taught in Pre-Employment Transition can be used across disciplines in the areas of education, independent living and employment.


Thursday December 5, 2019 3:15pm - 5:00pm
Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

3:50pm

Promoting Employment through Model Demonstration Programs in Diverse Communities
Limited Capacity seats available

Many youth and young adults with disabilities experience barriers to gaining competitive integrated employment due to insufficient employment preparation and supports (Department of Labor, 2016). This presentation will share how several Partnership in Employment grantees are designing and implementing model demonstration programs to increase employment in diverse and inclusive communities. Participants will hear from the national evaluator and grantees from the District of Columbia, South Carolina, and Utah. These grantees have implemented school-based model demonstration programs, which have resulted in youth and young adults with disabilities gaining paid work experiences. Presenters will share their diverse approaches to increasing employment among youth and young adults with disabilities. Presentation topics will include implementing model demonstration programs to serve different communities, increasing collaboration within model demonstration sites, creating career pathways, establishing program sustainability, mitigating challenges, and sharing lessons learned. Participants and presenters will also engage in a discussion on promoting positive employment outcomes.


Thursday December 5, 2019 3:50pm - 5:00pm
Meeting Room: Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

4:00pm

Exhibit Hall Opens!
Be sure to stop by the Exhibit Hall (Akimel 1 & 2) during the hours provided below to support organizations and small businesses practicing inclusion across the country.

Thursday December 5, 2019 4:00pm - 7:00pm
Akimel Ballroom 1 & 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

5:00pm

Continue the Conversation - 2019 Employment Reception
Continue the conversation at the 2019 Employment Reception. This reception is open to all Thursday workshop participants, conference attendees and guest employers. Stop by for light refreshments and to learn more about national employment initiatives!

Thank you, WISE, for sponsoring the 2019 Employment Reception!

Moderators
avatar for Cesilee Coulson

Cesilee Coulson

Executive Director, WISE
We provide consulting services to state governmental departments, community employment agencies, schools, employers, families and individuals to build the capacity of each sector to support employment in community businesses for individuals with intellectual and developmental dis... Read More →

Thursday December 5, 2019 5:00pm - 6:00pm
Meeting Room: Akimel Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

7:00pm

Film Festival
In addition to the hundreds of outstanding presentations, attendees also have an opportunity to experience the fine art of film making at the 2019 TASH Conference

Moderators
avatar for Donald Taylor

Donald Taylor

Special Projects Manager, TASH

Thursday December 5, 2019 7:00pm - 9:00pm
Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226
 
Friday, December 6
 

7:00am

Registration
Check in and get your name badge here! Registration will be open during these hours.

Thank you to our tote bag sponsor, Anthem, Inc.!
Thank you to our lanyard sponsor, Public Consulting Group!
Thank you to our "At a Glance" sponsor, TransCen, Inc.!

Friday December 6, 2019 7:00am - 5:00pm
Akimel Foyer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

Relaxation Room
A low-sensory relaxation room is available for all TASH conference attendees located near the Akimel Foyer.

Friday December 6, 2019 8:00am - 5:00pm
Meeting Room: Thunder 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

Exhibit Hall
Stop by the Exhibit Hall (Akimel 1 & 2) during the hours provided below to support organizations and small businesses practicing inclusion across the country.

Friday December 6, 2019 8:00am - 7:00pm
Akimel Ballroom 1 & 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:15am

Opening General Session
8:15 - 8:45 AM: Opening Remarks

8:45 - 9:30 AM: Finding Purpose Through Struggle: My Personal Experience as an At-Risk Student and How I Build Emotional Intelligence in the Classroom (​Raymond Guron​​​)

Presenters
avatar for Raymond Guron

Raymond Guron

General Educator, Santa Barbara Unified School District
Raymond began his educational career in 2006 as a paraeducator in special education where he discovered his love and passion for teaching. He now teaches 3rd grade in general education and strives to build an inclusive classroom culture. As a child of immigrants and a first-generation... Read More →


Friday December 6, 2019 8:15am - 9:30am
Meeting Room: Akimel Ballroom 3 & 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

9:44am

About Breakout Sessions
Breakout Presentations are delivered in assigned meeting rooms for 50 minutes.

    Friday December 6, 2019 9:44am - 11:45am
    Sheraton Grand at Wild Horse Pass 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Being Counted; and Making That Count
    Limited Capacity seats available

    Building diverse and inclusive communities means that federal and state agencies have robust information on the needs of people with intellectual and developmental disabilities (IDD). As long as people are not included and counted in national surveys, and administrative state data on their needs are not being analyzed, the needs of people with IDD will not be adequately addressed and equity will not be achieved. Health information is especially missing. This session describes recent efforts across HHS agencies, self-advocates, advocates, and researchers: a) to improve information on population health and health needs of people with IDD, b) to identify directions for future actions. Based on two white papers developed for the Administration for Community Living (ACL), the recommendations specifically recommend better information on race and ethnicity, and to improving data for the U.S. territories. Other directions include areas that need to be measured in health surveys to be able to identify people with IDD, examples of promising practices in using state level data to develop better local information. An Easy Read version of the white papers is available.


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Collaborative Planning in Action! General Educators as Implementers of Instruction
    Limited Capacity seats available

    Many students with severe disabilities are included in the general education classroom for some part of their instructional day. General educators rarely receive strong training to support these students and need guidance on how best to plan for their participation. A multiple probe across participants design was used to evaluate the effectiveness of collaborative planning with ongoing consultation to increase interactions and instructional behaviors between four diverse general educators and middle school students with severe disabilities in a metropolitan school district. The collaborative planning intervention increased general educators' instructional behaviors toward the students and students' academic engagement with class content. General educators were successful in taking a more active role in planning and delivering instruction to the students with severe disabilities. Implications are offered for improving procedural fidelity within individualized interventions, ensuring sustainability in the absence of researcher involvement, and preparing educators as collaborators.

    Presenters

    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Does All mean All? Expert Perspectives of Inclusion in SWPBIS
    Limited Capacity seats available

    School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a framework intended to benefit all students in a school. However, recent research suggests that students with significant disabilities may not fully participate in SWPBIS efforts at their school. The purpose of this study was to investigate expert perspectives on the extent to which students with significant disabilities should be included in SWPBIS initiatives at their school. We surveyed the editorial board members of the Journal of Positive Behavior Interventions in an effort to learn about their background and expertise in SWPBIS and the extent to which they agree that students with significant disabilities should be involved in each aspect of SWPBIS. Overall, experts agreed students with significant disabilities should be included in all tiers of SWPBIS, they should receive instruction in school-wide rules and expectations, and they should have the opportunity to participate in school-wide reward systems. Experts shared differing perspectives on the ways behavior violations of students with significant disabilities should be managed and documented. Implications and directions for future research are presented, including the need to explore effective strategies for supporting practitioners to implement SWPBIS for all students including students with significant disabilities. Information from this session can be used to advance the inclusion of individuals with significant disabilities in SWPBIS.

    Presenters
    avatar for Alison Zagona

    Alison Zagona

    Assistant Professor, University of New Mexico
    I am an Assistant Professor at the University of New Mexico, and I am the co-Chair of the TASH Early Career Researcher Network. My research is focused on inclusive education and instructional, social, and behavior supports for students with complex support needs. I am also passionate... Read More →
    avatar for Kirsten Lansey

    Kirsten Lansey

    Doctoral Student, University of Arizona
    avatar for Jennifer Kurth

    Jennifer Kurth

    Associate Professor, University of Kansas
    Inclusive Education
    avatar for Virginia Walker

    Virginia Walker

    Assistant Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte
    Virginia L. Walker, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Dr. Walker began her career as a special education teacher of students with low incidence disabilities in Atlanta... Read More →


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Leadership Development for Self-Advocates: Expanding and Growing Together
    Limited Capacity seats available

    Project ACTION! is a successful well-established self-advocacy group in Washington, DC. As its leaders, we realized that we need many more self-advocacy leaders if we were going to address all of the issues we hear about at monthly meetings AND if we are going to create needed changes. We want to be at the tables where decisions are made. There are so many Boards, committees and workgroups at which we want to be represented. Therefore, Project ACTION! has done a number of things that have been successful. This interactive session will provide strategies to train new leaders and develop a pipeline of secondary leaders. Project ACTION! leaders have designed and provided our own leadership training, provide training on serving on board and committees, supported people to testify at public hearings, recruited members who have completed DC Advocacy Partners, developed a 6-month leadership training program and recruited current and potential members interested in taking charge of their lives and making changes that are important to them. We also typically lead and serve in pairs so that we can support each other and mentor new leaders. Some changes we address relate to programs, services and systems. Other changes focused on relationships, attitudes of others, limited opportunities and not being treated with respect. Examples of leadership training topics are Finding Your Voice; Identifying Issues that are Important to You; and Taking Charge of Your Life; Running and Participating in Meetings; Serving on Boards; Talking So That People Will Listen, and more. Our trainings involve fun interactive role-playing, so that people can practice and learn in a safe non-threatening places. We also pair new self-advocates with more experienced self-advocacy leaders, who can help them practice new skills and build their confidence. This session will help self-advocates and their allies and supporters to learn new approaches to leadership development, and will provide time for participants to share additional strategies.


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Mediation and Litagation to Obtain Inclusive Education
    Limited Capacity seats available

    The presenters, a disability rights attorney and a former professor, researcher, and expert in inclusive education, will share their successes and struggles with assisting families to obtain inclusive education for their sons and daughters with significant disabilities. Schools and school districts are sometimes reluctant to provide inclusive education for students with significant disabilities. The presenters, using past litigation decisions, including Endrew F. decision as well as expert witness testimony will share their journey for making inclusive education possible for several students.

    Presenters
    DG

    David German

    Special Education Attorney, Newman Aaronson Vanaman LLP


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Olmstead 20 LONG ROAD HOME
    Limited Capacity seats available

    Long Road Home is a self advocacy project to celebrate and promote awareness of Olmstead and to start conversations about Olmstead compliance. Long Road Home started in 2004 in Georgia and now has been done in eight states. We will look at the importance of self advocacy in the Olmstead case and how self advocates made a difference. We will take a brief look at nursing transition and discuss the 24 hour care myth which is a key point when discussing future system change.

    Presenters
    avatar for Cheri Mitchell

    Cheri Mitchell

    Advocate/Member, GA Advocacy Office/ People First of GA
    Cheri Mitchell is first and foremost a Self-Advocate. She has spent the last twenty years working on behalf of people with disabilities and people who are elderly, and mentoring and supporting self-advocates across Georgia and the nation. She is dedicated to helping people get out... Read More →


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Redefining "Significant Disabilities": Reducing the Lifespan Impact of Disparities Experienced by People of Color with Significant Disabilities
    Limited Capacity seats available

    People of Color (PoC) with significant disabilities experience the highest negative rates in nearly ever quality of life category: morbidity and mortality, income, education, employment, housing, self-determination, institutionalization, etc. The disparities are grounded and reinforced by the synergy of social, attitudinal, and political factors external to the individual. Should institutional racism, cultural incompetency, and benign colorblindness be incorporated into redefinition of "significant disability"? If so, what are the implications for research, policy and systems change?


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    Relationships and Intimacy: A Louisiana Collaborative Initiative
    Limited Capacity seats available

    Sexuality is a fundamental part of being human, and sexual development begins at birth and continues throughout our lives. Individuals with developmental disabilities deserve to obtain knowledge about their physical, emotional, and social development regarding sexuality, and have the freedom to learn about these things in an atmosphere that is non-judgmental, free of fear, shame, and exploitation. Caregivers struggle with discussing the topic but also with how to present the information in a way that the person with developmental disability will understand. Thus, it is necessary to empower caregivers, so they can empower the people they care for. Participants in this training will: Increase knowledge about how messages impact sexuality; Increase knowledge about how disability impacts sexual development; Examine how the values professionals and caregivers have impact our ability to discuss sexuality with people with disabilities; Review effective ways to answer questions about sexuality & techniques in responding to behaviors; and Increase knowledge about techniques to support sexuality of people with developmental disabilities. This session will provide participants with an overview of the collaborative initiative between Team Dynamics, LLC and the Louisiana Developmental Disabilities Council to address abuse and exploitation of people with developmental and intellectual disabilities.

    Presenters
    avatar for Sharon Delvisco

    Sharon Delvisco

    Training and Education Coordinator, Team Dynamics, LLC
    Sharon Delvisco has over 30 years of experience planning meetings, conferences, facilitating retreats, providing training and education. She is currently employed as an Event Planning Associate and Training & Education Coordinator for Team Dynamics, LLC in Louisiana. She has received... Read More →


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    TALK TO ME: What Educators and Support Workers can Learn about De-escalation from Hostage Negotiators
    Limited Capacity seats available

    Hostage negotiators must quickly establish trust, build rapport, and foster collaboration with barricaded, suicidal and even homicidal individuals in extreme crisis situations. They are successful in resolving more than 90% of both domestic and international situations they are called upon to negotiate, and they are able do so without injury, loss of life or the use of coercion. After a year of conversations with prominent hostage negotiators all over North America about the relational, communication-based approaches they use, Emma Van der Klift outlines what she's learned and shares some of these insights and skills and shares how this information can be applicable for support workers and teachers.

    Presenters
    avatar for Emma Van der Klift

    Emma Van der Klift

    Although Norman Kunc and Emma Van der Klift are well known speakers and advocates within the disability rights community, they prefer to think of themselves as modern day storytellers, continuing the long held tradition of using humour and narrative to initiate self-reflection and... Read More →


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    The Power of Perseveration
    Limited Capacity seats available

    Reflecting back on what I have been taught by my son in his 45 years of life (so far) I realize that he has raised me as much or more than I have raised him. I have learned that the primary drive of human beings is to connect with others and that drive creates communication even where it is least anticipated possible. I will describe my voyage of discovery and his role in guiding that voyage. As I enter the last quarter century of my life, I will focus on how to ensure that he will always have that opportunity to continue to connect and influence his own life and the lives of others with whom he interacts.

    Presenters
    SY

    Susan Yuan

    President, The Association for Successful Parenting
    I am the mother of a 43-year old man who has Angelman Syndrome and who types to communicate, with me as his primary facilitator. My academic field is Psychology, with emphasis on Family Support. In the past 2 decades, I have been very involved with advancing the rights of parents... Read More →


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Bird 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    9:45am

    The Time is Now: APSE Universal Employment Competencies
    Limited Capacity seats available

    This interactive session will provide an explanation of APSE's updated competencies that were released in early 2019. APSE first developed and adopted supported employment competencies in 2001. The significant shifts in the policy and practice landscape for employment services require that APSE periodically review these competencies. APSE's Professional Development Committee reviewed and revised these competencies in 2018 to ensure they reflect current best practices and standards in the field of employment support. As a result, APSE presents an updated, universal, set of competencies for employment professionals across that U.S. that reflect the evolving knowledge and skill sets needed to support job seekers with disabilities to find, secure, and succeed in the competitive job market. We will explore the changes in the competencies and how they can be used to improve services from a top-down level. We will review language updates using competitive, integrated employment and the importance of  universal competencies and approach in three areas (SE, CE, Self Employment). Throughout the session, national groups and coalitions working in the areas of competency and skills development will be acknowledged and provided as resources. We will draw a connection between knowledge and skills that are critical to make Employment First a reality nationwide.


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    30 Years of Advocating and Influencing Positive Change for Inclusive Communities
    Limited Capacity seats available

    Project ACTION! is a regional self-advocacy coalition of adults with developmental disabilities that has been active for over 30 years in Washington, DC, Maryland and Virginia. Since their inception, Project ACTION! has focused on "Building Diverse and Inclusive Communities" for the people they advocate with to have their voices heard and interests represented. The Project ACTION! presenters will share how they have successfully advocated for change in the government system that provides their disability supports over the years. The presenters will share how they choose to work with non-disability coalitions and other groups to ensure they have a seat at the table. They will talk about the importance and impact of cross-collaboration so even more people will know about the needs of people with disabilities.

    Presenters
    avatar for Phyllis Holton

    Phyllis Holton

    Deputy Director, Quality Trust for Individuals with Disabilities


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Analyzing the Complexity of Factors When Making Placement Decisions
    Limited Capacity seats available

    This presentation overviews a recently funded Institute of Education Science grant that is examining the complexity of factors that influence, if not shape and determine, educational placement decisions for elementary level students with severe disabilities. These factors (or measures) include academic, social, and behavioral assessments; classroom, cultural, and district demographic and socio-economic variables; school climate; instructional best practices and teaching arrangements; intensity and types of support systems; and student-teacher/classmates' interactions. Central to the purposes of this research is developing an empirical understanding of the relationship between educational placement and learner outcomes. Findings should help districts, schools, and families plan for placement and instructional practices that better serve students with extensive support needs.

    Presenters
    avatar for Martin Agran

    Martin Agran

    University of Wyoming
    Dr. Martin Agran is a nationally recognized researcher in the area of special education. He is a professor and former department head in the Department of Special Education at the University of Wyoming. Additionally, he served as a professor in the Special Education Departments at... Read More →
    avatar for Jennifer Kurth

    Jennifer Kurth

    Associate Professor, University of Kansas
    Inclusive Education
    avatar for Alison Zagona

    Alison Zagona

    Assistant Professor, University of New Mexico
    I am an Assistant Professor at the University of New Mexico, and I am the co-Chair of the TASH Early Career Researcher Network. My research is focused on inclusive education and instructional, social, and behavior supports for students with complex support needs. I am also passionate... Read More →


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Be Determined to Be Yourself
    Limited Capacity seats available

    How many times have you asked yourself, "what am I going to be when I grow up?", or "how will I ever get this done?", maybe even "I don't even know where to start...". These are all common questions and thoughts that are frequently on the minds of people with and without disabilities. Parents, educators, and employers take for granted the skills needed to have a goal, create a strategy, monitor progress, and then adjust as needed. Unfortunately, these skills are not being taught in school and students are feeling the effects. Self-determination skills are a valuable set of tools that all students should be taught and are skills that should be reinforced throughout a person's lifespan. When people are taught the skills needed to advocate for themselves poor choices are minimized, graduation rates go up, drop out rates go down, and long term employment is achieved. Through this presentation, attendees will learn how to incorporate self-determination strategies from Pre-K through adulthood. Attendees will also learn about the resources and activities available to them to help foster independence and self-advocacy skills needed to function in today's society.

    Presenters
    avatar for Brynn Biggs

    Brynn Biggs

    Transition Specialist, Bryan ISD
    Howdy!I am a wife and mother to 2 beautiful girls and 1 handsome boy. I am currently the transition specialist for Bryan ISD in Bryan, Texas. I have been in the special education field for 9 years and have always taught secondary level. I am also a person with disabilities (Tourette... Read More →


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Quail 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Building an Inclusive Postsecondary Program to Support Students and Families
    Limited Capacity seats available

    Inclusion is a core value at the University of Missouri-St. Louis, and we use it as a guiding principle. We state in our values that as a community we believe that celebrating and appreciating diversity isn't enough. We strive to create a truly inclusive community, one where equity is reality. We recognize individual attributes and respect individual differences, all while firmly asserting that we are better together. UMSL built a diverse and inclusive community when they developed the UMSL Succeed Program, one of over 270 inclusive higher education programs serving students with intellectual and development disabilities across the U.S. Developed six years ago, the UMSL Succeed Program was built to support students to live, learn, work, play and grow into self-determined adults. The lessons learned from building this diverse learning community show the impact that inclusive postsecondary education has on postsecondary programs and the campuses that house them. In the process of building the Succeed Program, a team of stakeholders came together to work within UMSL to create this diverse learning community that supported students, families, and the University. This presentation will provide an overview of how the Succeed Program was developed, how we learned to support the key stakeholders, and developed a family support program. During the session we will focus on key supports that assist students in transitioning to post-secondary education. The session will be useful to students and families looking to understand the range of approaches to campus living and the necessary supports to ensure inclusivity, and will provide practical strategies and tips for practitioners in inclusive higher education seeking to offer inclusive campus housing.

    Presenters
    avatar for April Regester

    April Regester

    Associate Professor, University of Missouri - St. Louis


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Changing a District Culture from Segregation to Inclusion
    Limited Capacity seats available

    Michele Gardner, Director of Special Services for the Berkeley Heights Public Schools and adjunct professor at The College of New Jersey, will focus on the responsive and proactive delivery of professional development to a wide range of audiences-related services, Child Study Team, general education teachers, special education teachers, paraprofessionals and administrators. Participants will learn about the needs of various groups of professionals and the importance of support & collaboration with the Special Services department. The importance of slowly building the inclusive culture of the district will be emphasized. Creating an inclusive culture starts with ensuring that the professionals who will be responsible for the delivery and supervision of instruction have what they need to be successful and understand the premise on which the major provisions of IDEA were created. An outline of potential training topics will be shared, along with personal stories of how collaboration, careful use of resources and professional development changed the way both educators and typically developing students viewed their role in supporting students with disabilities. Finally, participants will learn how to utilize the natural resource of typically developing peers to advocate for and assist with the education of students with more significant disabilities.

    Presenters
    MG

    Michele Gardner

    Director of Special Services, Berkeley Heights Public Schools
    AC

    Annie Corley-Hand

    Principal, Berkeley Heights BOE


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Communication Support in Real Life
    Limited Capacity seats available

    People with little or no reliable speech receive (if fortunate) communication support during school ... but what happens after that, when real life begins? This panel of self-advocates and communication partners will present how this type of support happens in college, at work, on dates, during medical appointments, while traveling, and more. Self-advocates will bring pre-composed introductions and questions for the audience, and the entire panel will take live questions and facilitate discussion. Adult topics are encouraged, including relationships, sex, family challenges, etc.

    Presenters
    avatar for Molly Rearick

    Molly Rearick

    Founder & Executive Director, Reid's Gift, Inc.


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Bird 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Comparing Education Experiences among Diverse Parents of Children with Disabilities
    Limited Capacity seats available

    In this presentation, we discuss findings from a research study with English and Spanish-speaking parents of children with significant disabilities. Specifically, we compared special education experiences, parent-school communication, and desired changes to special education law between English and Spanish-speaking parents. To do this, we conducted 12 focus groups with nearly 68 parents of children with disabilities in two states. Specifically, 56 parents were English-speaking and 12 parents were Latino and Spanish-speaking. Using constant comparative analysis and emergent coding, we reviewed the focus group data. We found that Spanish (versus English) speaking families reported worse special education experiences; specifically, they were more likely to report experiences of discrimination and bias. Also, Spanish (versus English) speaking families reported more barriers to parent-school communication. Finally, both groups of participants requested changes to special education law and were committed to systemic advocacy.


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Is an Individualized Education Program a Nonhuman Agent? Rethinking Deficit
    Limited Capacity seats available

    This presentation hopes to demonstrate the hallmark document of the Individualized Education Program (IEP) as a nonhuman agent, rendering students eligible for special education services in the United States as less intelligible as human, as not fully human, and as reproducing inequitable power structures in education. Bringing the IEP's agency to light, the authors will reframe the medical model of disability that prevails in special education to more in line with the social model of disability in which barriers from society, environments, and structures constitute individuals as different.

    Presenters

    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Navigating through the Complex Waters of HCBS Waivers: Learning from Successful Navigators and Charting New Frontiers
    Limited Capacity seats available

    Perhaps the most important U.S. public policy ever for "Building Diverse and Inclusive Communities" in regard to people with intellectual disability and related development disabilities occurred in 1981 when Congress authorized the Home and Community Based Services (HCBS) Waiver program. The HCBS Waiver provided an alternative to the Intermediate Care Facility (ICF) program (with its clear "institutional bias") by allowing Medicaid funds for Long Term Services and Supports to be spent supporting people to live in their local communities. It took until 2001 for HCBS spending to surpass ICF spending, but the latest figures show that spending for HCBS waivers (34.5 billion) is now more than three times that of the ICF program (11.0 billion). The growth of HCBS waivers does not mean that the path to accessing funding is easy or straightforward for people with disabilities or family members. Long waiting lists for HCBS waiver services (i.e., people wanting waivers exceeds the available supply) have been a perpetual problem, and the fact that states have their own rules and there are so many varieties of HCBS waivers adds to the complexity of accessing the services. This session will include two presentations on the HCBS waiver. Findings from in-depth interviews with 10 families who have successfully navigated the HCBS waiver process forms the basis for the first presentation. Themes from interview data will be shared, and guidance for families seeking HCBS waivers as well as recommendations for policymakers will be provided. The second presentation reports findings from focus group interviews to gather insights on assessment items that can be used to determine the number and type of supports that can be provided through HCBS waiver programs serving people with intellectual disability and related developmental disabilities compared to HCBS waiver programs serving people with aging-, physical-, and mental health-related disabilities. The similarities and differences in assessing support needs that were aligned with different disability populations has important implications for how disability is understood and establishing support priorities for different disability groups.

    Presenters
    avatar for Sarah Carlson

    Sarah Carlson

    Graduate Research Assistant / PhD Student, University of Kansas


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Predictors of Higher Education Outcomes for Students with Intellectual Disability
    Limited Capacity seats available

    More than 3000 students with intellectual and developmental disabilities have enrolled in college via the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) projects. We present results from new analyses of TPSID data, focused on the predictors of inclusive course enrollments and employment as well as data on outcomes of students who have completed these programs. The findings from these studies suggest that access to typical higher education systems and practices and paid employment are associated with more successful outcomes. In this session, we offer recommendations for translating these findings into practice and directions for future research. The Higher Education Opportunity Act of 2008 created grants for Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration projects, implemented between 2010 and 2015 at 57 colleges and universities and currently being implemented from 2015 to 2020 at over 40 campuses in the U.S. The National Coordinating Center (NCC) for the TPSIDs will present the results of the following new analyses of data from the model demonstration projects, focused on the experiences and outcomes of students who attended TPSID projects: 1: Predictors of student employment during their program and at exit for students who attended TPSID projects between 2010 and 2015. 2: Predictors of inclusive course enrollments for first-year students who attended TPSID projects in 2015-16 and 2016-17. 3: One-year outcomes of students who attended TPSID programs funded between 2015 and 2020. Collectively, these studies have important implications for understanding factors that can support access to inclusive academics and paid employment as well as the overall impact of inclusive higher education. Participants will gain a deeper understanding of the effective structures, practices, and supports that the TPSIDs are using to assist students in achieving successful outcomes. For families and students, understanding these practices will assist them in asking critical questions of programs during the college search process, in particular around inclusivity and opportunities for paid employment. Colleges and universities will be able to use the recommendations in this session to improve practice.


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Reverse Job Fairs: Turning the Tables for Job Seekers with Disabilities
    Limited Capacity seats available

    A reverse job fair is an innovative job recruitment event that puts job seekers with disabilities in a position to showcase their talents and experience to local employers and recruiters. Unlike a typical job fair where businesses set up booths and job seekers walk around and talk to various employers, a reverse job fair has job seekers setting up booths, and employers walking around and talking to perspective job candidates. This process allows job seekers with disabilities to sell themselves through a presentation and visual resume, putting them in a position of control. Visual resumes are important components for job seekers with disabilities to present their strengths and talents during the reverse job fair. Creating visual resumes captures a job seeker's passions, interests and desires related to their employment goals - significantly increasing their chances for employment. Creating visual resumes also engages the individual in the job seeking process in a fun and productive way. This presenter will discuss the process planning and implementing a reverse job fairs from preparing job seekers to inviting the business community, and strategies to create visual resumes that enhance competitive integrated employment outcomes for job seekers with disabilities.

    Presenters
    avatar for Laura Owens

    Laura Owens

    President, TransCen Inc.
    My area of interest and work is on competitive integrated employment, community inclusion and self-directed IEPs/transition planning. I have done a lot of work using community conversations that have been very successful in bringing communities together around transition and integrated... Read More →


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Self-Determination and Autonomy Post-Olmstead: Making Good on the Promise
    Limited Capacity seats available

    Two decades after the Olmstead decision, people with disabilities continue to be seen as incompetent and in need of constant oversight and protection. This, even within the promise and implementation of Olmstead, results in people being segregated, congregated and controlled, deeply embedded in the role of  human service recipient. In this role, people are denied basic human rights and stripped of their autonomy. This session will explore the impact on people's lives when others are making decisions about them and for them, as well as possible remedies. The personal autonomy, liberty, freedom, and dignity of people with disabilities must be respected and supported. We will also discuss the path moving forward towards full, meaningful inclusive lives where people with disabilities express their autonomy and are recognized as fully contributing citizens.


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Teaching Core Academic Content to Students with Intellectual Using Technology
    Limited Capacity seats available

    Our presentation focuses on a literature review of single-case studies published between 2012 and 2019. Studies focus specifically on teaching students with intellectual disabilities using instructional and/or assistive technologies across the four-core content academic disciplines: mathematics, science, social sciences, and language arts. Our research allows practitioners to identify evidence-based strategies that support the inclusion of diverse students with intellectual disabilities learning academic content.

    Presenters
    avatar for Allison Kroesch

    Allison Kroesch

    Assistant Clinical Professor, Illinois State University


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Training Paraprofessionals to Implement FCT with AAC Users with Autism
    Limited Capacity seats available

    Because breakdowns in communication can often contribute to challenging behavior, students with autism who utilize augmentative and alternative communication (AAC) are at greater risk for engaging in challenging behavior resulting from characteristics related to their communication needs. An additional challenge exists when paraprofessionals are not adequately prepared to address the communication and behavioral needs of students with autism who use AAC. The presentation will present initial findings on a study evaluating the effectiveness of training paraprofessionals to implement functional communication training to address challenging behaviors of students with autism who utilize AAC.

    Presenters
    avatar for Kristin Lyon

    Kristin Lyon

    Research Associate, University of Kansas
    avatar for Virginia Walker

    Virginia Walker

    Assistant Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte
    Virginia L. Walker, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Dr. Walker began her career as a special education teacher of students with low incidence disabilities in Atlanta... Read More →


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    12:00pm

    Let's Connect Mini-Luncheons
    Conference attendees may select from one of the eight informal mini-luncheons listed below. Boxed lunches are $15 and MUST be pre-ordered and paid for during the registration process.

    Mini-luncheon topics will include:
    1. Communication Access (Meeting Room: Horse) Facilitator: Amy Hanreddy
    2. Community Living (Meeting Room: Scorpion) Facilitator: Jenny Lengyel
    3. Diversity and Cultural Competency (Meeting Room: Kave 1) Facilitator: LaQuita Montgomery
    4. Employment (Meeting Room: Kave 2) Facilitator: Cesilee Coulson
    5. Families and Siblings (Meeting Room: Ant) Facilitator: Raquel Rosa
    6. Inclusive Education (Meeting Room: Kave 3) Facilitator: Amy Toson
    7. Self-Advocates (Meeting Room: Quail) Facilitators:Tia Nelis and David Taylor
    8. International Chapter (Meeting Room: Deer) Facilitator: Michael Kendrick

    Friday December 6, 2019 12:00pm - 1:00pm
    Sheraton Grand at Wild Horse Pass 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:04pm

    About Breakout Sessions
    Breakout Presentations are delivered in assigned meeting rooms for 50 minutes.

    Friday December 6, 2019 1:04pm - 1:05pm
    Sheraton Grand at Wild Horse Pass 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:04pm

    TASH Talks
    Limited Capacity seats available

    TASH Talks are informal discussions regarding a topic that are not meant to provide answers, but rather evoke creative thinking about an issue (e.g. personal experience, story, point of view). The order of presentations is done using a lottery system over a three-hour period. Each presenter delivers their talk on proposed/approved topic for 8-10 minutes followed by a brief Q&A. This year's TASH Talk presentations include:

    Mom Knows I Can do More than the Teacher Says I Can: An Inclusion Success Story by Krista Puruhito
    Soaring as a Pro: Disability Advocate in College by Will Fried
    Perceptions of Inclusive Education in Mexico City: An Exploratory Study by Grace Francis
    Coming of Age with Autism by Matthew Lager
    I Love Sports! by Breena Hoorn
    Our Story, Their Words: An Artistic Inquiry on Trauma and Misunderstanding by Molly Peabody
    Partnering with Independent Living Centers to enhance Transition Services by Scott Kupferman
    Undocumented with Disabilities in America: Ensuring Service Providers Treat Immigrants and Minorities with Disabilities Equally by Jake Goodman
    Involving High School Students with Intellectual Disability in the IEP Meeting by Maureen Howard

    Moderators
    avatar for Jenny Lengyel

    Jenny Lengyel

    Executive Director, Total Living Concept
    I am a fun, passionate and friendly person. I believe in and fight for Social Justice and the rights of all human beings.I have 2 full time jobs that I love, being a mom and and Executive Director of an amazing non-profit in Kent, Washington. I can bend your ear for hours about either... Read More →

    Presenters

    Friday December 6, 2019 1:04pm - 1:19pm
    Meeting Room: Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    Lessons Learned from International Development Efforts to Promote Inclusion
    Limited Capacity seats available

    Developing countries generally lack adequate material and human resources to support the needs of children with disabilities. As a result, children with disabilities' human and civil rights for equity, opportunity, and inclusion are ignored or abridged. They could be excluded from society as well as from support and service systems (including education) that could meet their needs and develop their potential. This presentation will summarize lessons learned from my extensive International Development work in the field of disabilities. It will present recommended approaches and strategies to mobilize self-advocates, parent organizations, Non-Governmental Organizations (NGOs), community leaders, government officials, professionals, and the general public to advocate and to capacity-build for inclusion. It will also identify factors that could facilitate or interfere with advocacy and capacity- building for inclusion. Field examples will be provided to illustrate the above. Adequate time will be allocated for questions and discussion.

    Presenters

    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    Outcomes of Inclusive Education for Students with Significant Disabilities
    Limited Capacity seats available

    During this session, we will present a review of existing literature on inclusive education; specifically, we will present the findings of our systematic literature review focused on identifying outcomes of inclusive education for students with severe disabilities in the following domains: academic skills, behavior skills, social skills, and communication skills. This presentation aligns with this year's conference theme because we will present a broad range of experiences of students with significant disabilities documented in existing literature on inclusive education. By reviewing the existing research, we will have also considered and analyzed various approaches to supporting students with significant disabilities in inclusive classroom settings.

    Presenters
    avatar for Jennifer Kurth

    Jennifer Kurth

    Associate Professor, University of Kansas
    Inclusive Education
    avatar for Alison Zagona

    Alison Zagona

    Assistant Professor, University of New Mexico
    I am an Assistant Professor at the University of New Mexico, and I am the co-Chair of the TASH Early Career Researcher Network. My research is focused on inclusive education and instructional, social, and behavior supports for students with complex support needs. I am also passionate... Read More →
    avatar for Kristin Burnette

    Kristin Burnette

    Student, UNCG


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    Peer-Mediated Interventions for Adolescents with ASD: What Teachers Should Know
    Limited Capacity seats available

    Peer-mediated intervention (PMI), an identified evidence based practice for students with autism spectrum disorder (ASD; Wong et al., 2015), has been shown to promote a range of positive social outcomes for these students in inclusive educational settings. However, much of the research contributing to the evidence has been conducted with younger populations at the preschool through middle school grade levels. In high school, the demand for good social-communication skills increases, and left unaddressed, common social skill difficulties experienced by high school students with ASD can result in social isolation and peer rejection. Fortunately, new emerging research documents that PMI can also be successfully applied in high school settings to promote improved social-communication skills of adolescents with ASD while interacting with their peers. Given the relative recency of high school PMI research for adolescents with ASD, there is much work to be done. This includes not only additional research for the continued development of effective, practical interventions, but also helping secondary teachers understand how to select and effectively implement PMIs in their schools. Teachers will need to become familiar with the various types of PMI approaches and their expected outcomes, know how to select and individualize PMIs to address learner needs, and how to address the numerous logistical challenges of implementing PMIs in high school settings. This session will review the research literature on PMI for improving social-communication outcomes of high school students with ASD. Given the range of PMIs, the purpose of this session is help teachers identify what interventions are effective for whom, for achieving what outcomes or skills, and in what social contexts. Specifically, the goals of this review are to a) identify the characteristics of students with ASD involved in PMI research, b) identify and describe the various approaches and components of PMI used to improve social-communication interactions with peers, including peer and focus student (with ASD) training or instruction, c) describe the findings or outcomes of the interventions and e) identify strategies and settings for implementation within typical school activities. In addition to reporting what is known about effective use of PMIs, a secondary purpose of this review is to identify gaps and challenges to implementing PMI and make recommendations for practice and future research. Guidelines and considerations for matching PMI approaches to specific learner goals gleaned from research will be provided.

    Presenters

    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    Positive Behavior Support Training of DSPs in a Self-Directed Supports Model
    Limited Capacity seats available

    Self-Directed Supports (SDS) are a service delivery model for individuals and families who wish to exercise more choice, control and authority over their supports (Home & Community-Based Services 1915(c). SDS is founded on the principles of self-determination. With SDS, the person with the disability or their designated representative (typically a family member) has employment authority. Employment authority allows for the recruiting, hiring, training, managing, supervising, scheduling and terminating employees. Typically, personal assistants (PAs) or Direct Support Professionals (DSPs) are hired to provide physical, medical and/or behavioral supports. The person with the disability or their designated representative is expected to provide the training needed to support the individual. They may be assisted by a community specialist or a behavior therapist. Preparation for training staff begins with a detailed job description and a listing of skills needed to meet those job responsibilities. Typically, a support manual is developed that describes supports needed for activities of daily living, communication, vocational, recreational, and community supports. If an individual exhibits challenging behavior, positive behavior support may be need in some or all of these areas. Training focuses both on the proactive principles of positive behavior support and the addressing of individual needs. This may be done through online modules, a review of the person's individualized support plan, shadowing an experienced support staff or family member, viewing videos of successfully resolved situations of challenging behavior and intermittent coaching. Successful training is ongoing and includes allowing Direct Support Professionals to debrief when challenging behavior has occurred. It is also collaborative. As Direct Support Professionals become more skilled and spend more time with the person they are supporting, they have insights into ways to prevent challenging behaviors from occurring, to teach new skills that meet the person's needs and how to intervene when challenging behavior does occur. Regular team meetings allow for these insights to be shared among support staff and other members of the person's support network. The number of individuals and families choosing self-direction has increased tremendously over the past twenty years as self-directed services have become as providing persons with disability with greater choice, control, and self-determination (Dicarlo, 2016). Participants report receiving unique supports that improve quality of life outcomes (Foster, Brown, Phillips & Carlson, 2005). The most significant finding repeatedly reported has been the increased satisfaction that accompanies participation in self-direction (Matthias & Benjamin, 2008; Gross, Blue-Banning, Turnbull & Francis (2015). As use of this model continues to grow, APBS should turn its attention to offering individuals and families assistance in providing high-quality training for DSPs. Participants will receive a template for creating an individualized support manual, evaluate a number of training formats and develop an outline for a successful team meeting.

    Presenters
    avatar for Victoria McMullen

    Victoria McMullen

    Professor, Webster University
    Dr. McMullen is a Professor in and Chair of the Department of Teacher Education at Webster University. She teaches undergraduate courses on language development and behavior management, as well as graduate courses concerning the education of individuals with significant developmental... Read More →


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    School-Wide Transformation to Include ALL Learners
    Limited Capacity seats available

    Definitions for “inclusive education” are confounded by notions that place (location of instruction) determines when a student is included. In this session, the presenter will share a framework for an inclusive school, ranging from school-wide practices to classroom applications, to individual student planning where all students have access to all physical environments within a school building. The meaning of “inclusion” for individual learners is then defined in terms of the extent to which all learners are valued members, participate in all school activities equitably, and have access to and make progress in academic and functional skills. National placement data over 20 years will show the extent to which students physically access general education settings in each State. Participants will review and provide input into a classroom rating of membership and participation, based on video observations of learners engaged in instruction within general education classes.

    Presenters
    avatar for Carol Quirk

    Carol Quirk

    Executive Director, Maryland Coalition for Inclusive Education


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    Survivors of Institutions: Life Story Lessons of a Remembered Community
    Limited Capacity seats available

    In all diverse communities, an elder population exists eager to tell its stories. Memories were videotaped of ten individuals speaking freely from community homes as they describe survival at a state institution. Twenty additional stories were derived from review of archival records. These stories continue to inform inclusive communities today.

    Presenters

    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    The Impacts of Parent to Parent Support in Early Childhood for Parents, Families and Children: A Qualitative Interview Study
    Limited Capacity seats available

    Parent to Parent (P2P) is a peer support program that trains parents of children with disabilities to provide informational and emotional support to other parents who are seeking support through a one-to-one match. The benefits of a Parent to Parent match include not only meeting the specific need that originally prompted their contact with Parent to Parent, but improved their perception of their ability to cope with their child and family situation, and imparted a more positive appraisal of their life circumstances. What is unknown is whether these benefits are experienced by parents of very young children, when a diagnosis may be new and successful interventions and services may not yet be established. Additionally, it is unclear whether P2P support provides benefits that extend to the child and other members of the family. Qualitative thematic data derived from interviews with parents who received a P2P match will be presented to explicate the perceived benefits of early P2P support, along with participant quotes. Implications for policy and practice will be discussed as well as future directions.

    Presenters
    avatar for Robin Dodds

    Robin Dodds

    Assistant Professor of Early Childhood Special Education, California State University Los Angeles


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    The Role of Parental Expectations on Employment and Career Development: Results from a Pilot Study
    Limited Capacity seats available

    The family is a place in which children learn to interpret reality and parents serve as role models to inform children about the world - including the world of work. One consistent finding in the literature suggests that the aspirations of young adults are influenced by their parents' aspirations or expectations for them (Banks, Maitre and McCoy, 2016). By nature, parents want their children to be successful and hope to see them in satisfying careers one day. The thought of seeing their adult child in dead-end jobs is often disheartening for parents of young adults with disabilities. This presentation will discuss the findings from a pilot study consisting of focus groups of parents of young adults with disabilities who were transitioning from school to work and parents of young adults who had already transitioned into the world of work.

    Presenters
    avatar for Laura Owens

    Laura Owens

    President, TransCen Inc.
    My area of interest and work is on competitive integrated employment, community inclusion and self-directed IEPs/transition planning. I have done a lot of work using community conversations that have been very successful in bringing communities together around transition and integrated... Read More →


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    The Role of Self-Advocacy in the Fight for Communication Choice
    Limited Capacity seats available

    In this session, attendees will receive a first-hand account from seasoned self-advocate and communication rights activist Tracy Thresher on his role in getting Facilitated Communication Training officially recognized as a fundable service in the state of Vermont. Through adversity, controversy, and push-back from top officials Tracy used his typing voice to educate and advocate for his right to communicate using his method of choice. From Tracy's presentation: "In the spring of 2015, the Vermont Department of Disabilities, Aging, and Independent Living (DAIL) began the process of examining how funds were used to pay for a variety of developmental services, including Facilitated Communication Training. I was invited to join a Developmental Disabilities Clinical Services Task Force as a self-advocate who types to communicate. With the doubt and continued controversy faced by typing individuals around the globe it is encouraging that in Vermont my typing is seen as valuable input and a valid method of accessing true communication. Thinking that I could move the hearts and minds of the big time decision makers with my typing strengthens my resolve to keep using my voice to spread my message of presumed competence and communication choice."

    Presenters
    avatar for Harvey Lavoy

    Harvey Lavoy

    Director Communication & Training & Resources, Community Developmental Services


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Bird 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    WIOA and One Stop Career Centers: Preparing Individuals with Disabilities for High Demand Careers
    Limited Capacity seats available

    With the implementation of the Workforce Innovation and Opportunity Act (WIOA) regulations, the use of Title I funding to provide high demand career opportunities for individuals with disabilities is on the rise. Title I funding can pay for training opportunities leading to certification in high demand career jobs and on the job training. One-Stop Career Centers are undergoing agency transformation by employing Disability Employment Specialists who provide access to resources such as career mapping and exploration, integrated resource teams, assistive technology, ticket to work and social security benefits analysis to individuals with disabilities. Partnerships with Vocational Rehabilitation (VR) and local employers are also increasing employment opportunities in high demand job/career areas such as truck driving, medical, information systems technology, and film.

    Presenters

    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    An Inclusive Life Starts with an Inclusive Education: Views from School Administrators
    Limited Capacity seats available

    This is a Two Part Presentation. This presentation aligns with the 2019 theme, Building Diverse and Inclusive Communities, by sharing the leadership and determination that school systems have demonstrated in order to pave the way for all people to have an inclusive life. The presenters will share their views for how school districts and individual schools in Illinois are building diverse and inclusive communities to improve outcomes of students and their non-disabled peers. Presenters will describe their change processes, and how their districts and schools are evolving to develop relationships and networks to create a unified educational system based upon inclusive values. Part One of the presentation will address the following: The work of Theoharis and Causton-Theoharis (2008, 2014) outlines a theory of how to create a vision for inclusive education and the related action steps. Through regional and individual district case examples shared, the alignment to such research will be highlighted: 1) How a regional agency engaged their school districts in a strategic planning process to align to a future of inclusive services, 2) How individual school districts are systemically focusing on raising achievement for all, by building capacity and breaking down barriers to access for students with the complex needs 3) How individual schools are improving their service delivery models to ensure all students' needs are met in inclusive settings, and 4) How school districts are analyzing their disability data, identifying hypotheses for gaps in performance, while proposing solutions to address barriers in the era of the Every Student Succeeds Act (ESSA). Part Two will be a continuation of the content.

    Presenters
    avatar for Kurt Schneider

    Kurt Schneider

    Superintendent, NSSED
    Dr. Kurt A. Schneider is currently the Superintendent of the Northern Suburban Special Education District in Highland Park, Illinois, a metropolitan suburban district of Chicago that provides special education, related services, and other supports to 18 member districts. Previously... Read More →


    Friday December 6, 2019 1:05pm - 3:00pm
    Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Changing the Narrative on Support Relationships: It's Not Just 9-to-5
    Limited Capacity seats available

    We all look to others for various supports in each area of our life. With so much of our time spent at work, the relationships we have with our colleagues are significant. Working in tandem, collaborating, and traveling together often leads to the shifting of these relationships -- paving the way for reliability, trust, and camaraderie. This is especially important in work relationships between people with disabilities and their nondisabled peers. EVERYONE benefits where there are mutual affection and supports!

    Presenters
    avatar for Bud Buckhout

    Bud Buckhout

    Director of InclusiveU, Taishoff Center for Inclusive Higher Higher Education
    Stanley or better known as “Bud” Buckhout has worked in education for over 20 years. He earned is Teaching Certificate, Masters in Special Education and A Certificate of Advanced Study from Le Moyne College. He has worked in exploring research and facilitation of groups to aid... Read More →
    avatar for Tia Nelis

    Tia Nelis

    Director of Policy & Advocacy, TASH
    Tia Nelis is the Director of Policy & Advocacy for TASH. She comes to TASH after serving as Self-Advocacy Specialist at the Rehabilitation Research and Training Center within the Institute on Disability and Human Development at University of Illinois at Chicago. She also is one of... Read More →
    avatar for Raquel Rosa

    Raquel Rosa

    Consultant, TASH
    Raquel is the eldest sibling of a young man who has cerebral palsy. Her career as an advocate for disability justice began 16 years ago, providing direct supports to adults with intellectual and developmental disabilities. In 2010, she co-founded a Washington, DC-based social/support... Read More →


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Developing High-Quality Teachers for Inclusive Settings
    Limited Capacity seats available

    This presentation explores revisions of a special education and an APE program through the work of a US DOE personnel development 325K grant to support students with high- intensity needs in diverse and inclusive settings. Faculty will share data outlining the success of embedding CEC High-Leverage Practices into courses.

    Presenters
    avatar for Beth Foster

    Beth Foster

    Assistant Professor in Adapted Physical Education, Cal Poly Pomona University
    Follow @CPPAdaptedPE


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Development and Evaluation of the Teacher Rater and Assessment Instrument for Teachers of Students with Significant Disabilities (TRAIT-SD)
    Limited Capacity seats available

    The purpose of this work was to develop and evaluate the Teacher Rating and Assessment Instrument for Teachers of Students with Significant Disability (TRAIT-SD). The TRAIT-SD is an evaluation instrument for teachers of students with significant disabilities based on best practices in the field of special education. This instrument is implemented with individual teachers through the use of direct observation, interviewing, and review of documents. The TRAIT-SD is intended to measure the quality of instruction provided by a specific teacher to one or more students with severe disabilities. Students with severe disabilities include those with moderate to severe intellectual disabilities, multiple disabilities, and some students on the autism spectrum. There is little consensus among researchers or practitioners on the best method for evaluating special education teachers who educate students with severe disabilities ( Jones & Brownell, 2014; Westling, Salzberg, Collins, Morgan, & Knight 2013). In addition, there are no teacher evaluation tools for students with severe disabilities that have been evaluated for reliability and validity (Westling et al., 2013). This study may provide practitioners with the psychometric features of this instrument and potentially assist them in selecting a tool to evaluate and support teachers of students with severe disability. This tool may also support administrators and teachers to include students wtih severe disabilities in general education.

    Presenters
    avatar for Karena Duffy-Cooper

    Karena Duffy-Cooper

    Profession in Special Education, Western Carolina University


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Early Intervention Access in a Diverse, Economically Disadvantaged, Urban Area
    Limited Capacity seats available

    Research shows that early intervention (EI) and preschool special education services (from birth -5) (here referred to as ECSE) have a positive impact on children's progress as well as on empowering parents to advocate for their children. However, accessing ECSE services can be complicated by the need for collaborations between the many stakeholders involved in the referral and service provision process. Parents and guardians, medical clinicians, childcare providers and preschool teachers from one large, racially, culturally and economically diverse urban area were interviewed to understand the process of referral to and service delivery from ECSE. The perspectives of multiple stakeholders highlights the challenges of communicating concerns about development, ensuring that that the referral is made, accessing specialists, and closing the communication loop for parents, child care providers, physicians and special education service providers once services start. Suggestions on how to address these challenges and ensure that young children with disabilities and their families from a broad range of racial, cultural and economic groups are able to fully access the resources available to them.


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Educational Experiences and Practices Grounded in Neurodiversity and Multimodal Communication
    Limited Capacity seats available

    This presentation will discuss findings from a qualitative research study that explores the experiences of students and those who support them in a school grounded in the neurodiversity paradigm (Walker, 2014), with a focus on multimodal communication access. Sensory, motor, and learning differences can create barriers to communication, academic performance and social opportunities (Donnellan, Hill & Leary, 2013; Hussman et al. 2011; Torres et al. 2013). Yet there remains much unexplored about educational strategies and supports in school settings that can effectively reduce those barriers from a strengths-based perspective; even less that draws upon experiences and leadership of neurodivergent people themselves. For example, it has been established that individuals with disabilities, such as autism, involving complex sensory, motor and communication needs benefit from a range of Augmentative and Alternative Communication (AAC) tools for supporting communication (Kagohara et al., 2013; Light & McNaughton, 2012). Yet less is known about incorporating AAC in grade level curriculum, what other concurrent supports are helpful to reduce barriers associated with sensory, movement and learning differences, or what it means to be a neurodivergent student. As this year's conference theme, Building Diverse and Inclusive Communities, reminds us, equity, opportunity, and inclusion rely on the contributions of broad perspectives and experiences. As such, this study explores the integral ways that the leadership and collaboration across neurodiverse experiences, particularly with self-advocates who utilize AAC or a range of communicative modalities, play into all experiences at school. This work is rooted in TASH's mission of centering and learning alongside those most at risk for being excluded, empowering self-advocates drive both research and practice that impacts them. This research will document practices, experiences and relationships that contribute to learning experiences for/with/across neurodiversity, while also supporting development of students' skills and identities as multimodal communicators. The presentation will translate findings into concrete strategies for practice, informed by experiences and promising practices of students and self-advocates with sensory, motor and learning differences, as well as those who support them at school from a strengths-based perspective that explicitly values neurodiverse ways of being and communicating.

    Presenters
    avatar for Molly Rearick

    Molly Rearick

    Founder & Executive Director, Reid's Gift, Inc.


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Bird 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Educators as Activists: Preparing Special Educators to be Agents of Change
    Limited Capacity seats available

    New teachers often learn about evidence-based practices as well as principles of equity and access in their university training, but may have difficulty implementing these principles in their role as a new teacher of a self-contained special education classroom. Through a university-district partnership in Los Angeles, CA, university faculty, district staff, school partners, and credential candidates collaborate to increase both the quantity and quality of time that students with disabilities spend in general education. This partnership facilitates the active engagement of credential candidates and graduates in the process of school change towards inclusive practices, and builds a network of support among candidates and their mentors. This collaboration has resulted in new special education teachers who are actively engaged in school change efforts at their school sites, and who are acting as leaders for inclusive practices, even in their early years as a teacher. In this session, our university-district team will share the systems that have led to partnerships for creating and sustaining inclusive practices. Several newly credentialed teachers will share a) elements of their credential program that helped them to bridge what they learned in classes to their work as teachers, b) the roles they are playing at their school sites to make them more inclusive, and c) the impact they have seen for students and families at their sites.

    Presenters

    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Empowering Families to Participate In and Facilitate Career Development
    Limited Capacity seats available

    Many families of youth with significant disabilities struggle with envisioning their young person working in competitive employment in a community setting. Educators and other professionals have an important role to play in proactively supporting the family' s ability to be meaningfully engaged and effectively advocating for their young person to reach their potential as self-determined adults who work and live full and inclusive lives in the community. This session, presented from the parent point of view, will increase both parents' and professionals' understanding of the factors influencing a family's willingness and ability to actively participate in inclusive career development activities. It will provide examples of tested strategies for inviting and engaging families of teens and young adults with significant disabilities, including those from diverse cultures. Participants will discuss ways to effectively implement strategies in light of family concerns as well as current realities and resources.

    Presenters

    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    2:10pm

    Learning to Live & Give after Trauma...the Importance of Acknowledgement, Control, Movement and Giving Back!
    Limited Capacity seats available

    It seems every day we are coming to realize the amount of trauma surrounding us... and the many of us who have experienced it in physical, emotional, medical, and situational forms. Many types of therapies are now available for this but most focus on "healing", which is a long shot for far too many of us. Through an innovative combination of education, deciding their pathway of tools to use, wholistic bodywork (reiki, reflexology, massage, etc.), physical movement (yoga, dance, etc.), person centered planning, and finding ways to give back to others we are helping people move on with their lives and re-define themselves.

    Presenters

    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Legislative Advocacy 101: Getting Everyone Involved
    Limited Capacity seats available

    Avenues SLS has conducted over 25 legislative visits annually over the past few years, locally, at our State Capital and as part off our Cal-TASH Conference, with each and every visit including a family member and/or a person we support. It is essential that our legislators and their staff meet and hear the stories of the people we support in order for them to understand the importance of quality, person centered services that are inclusive. It is equally essential that people who don't communicate well, or who don't communicate traditionally have ways to share their stories, through technology, ppts or slide shows so that their stories can be heard.

    Presenters
    avatar for Scott Shepard

    Scott Shepard

    Director, Avenues Supported Living Services
    Scott Shepard is the Executive Director of Avenues Supported Living Services, a non-profit agency which provides community living and personalized day supports to adults with intellectual and developmental disabilities in North Los Angeles County. With Avenues SLS, we had the opportunity... Read More →


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Making Supported Decision-Making a Priority Support in Youth Transition
    Limited Capacity seats available

    The issue of decision-making skill and authority is something that should be focused on early in the special education process and be an essential part of support during the transition years. This session will provide a detailed description of how families and educators can use the principles of supported decision-making from the beginning of the transition planning process to design tools. The presenters will share specific strategies and tools that enable youth to contribute to decision-making in meaningful ways, as well as build skills for improved decision-making after age 18. Strategies presented will discuss factors to consider under federal and varying state laws, as students assume increasing responsibility for educational decision-making. Case examples from DC will be used to illustrate how to individualize these tools to meet specific student needs and include videos from students expressing their personal experience with Supported Decision-Making.


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Quail 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    Training Peer Mentors: Implementation and Student Behavior in Postsecondary Education
    Limited Capacity seats available

    With more options to go to college (https://thinkcollege.net/), young adults with autism an intellectual disability (ASD-ID) have more opportunities to develop skills in adaptive behavior, communication, and social interactions that may not have often occurred in segregated K-12 environments. Inclusive postsecondary educational settings provide meaningful opportunities for young adults with ASD-ID to develop skills, with dignity, supported by college students serving as peer mentors. However, it is unknown if and how peer mentors can support skill development of students with ASD-ID in higher education. The purpose of this study was to determine the impact of training and coaching on (a) peer mentor's implementation fidelity of individualized behavior plans, and (b) the behavior of students with ASD-ID. To answer these questions, a single subject multiple baseline design across three peer mentor-student pairs was used. During this session participants will learn successful peer mentor training and coaching strategies. Further, learn how much training and coaching was needed for peer mentors to successfully implement student behavior plans as intended and the impact on student behavior. Suggestions for future research and training in alternative environments (e.g., inclusive K-12 settings) will be discussed. This information can be used to advance the inclusion of individuals with disabilities in postsecondary education and potentially in their future work and recreation.

    Presenters
    avatar for Kirsten Lansey

    Kirsten Lansey

    Doctoral Student, University of Arizona


    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    2:10pm

    What Can We Safely Presume? A Discussion on Instructing Students with Complex Communication Needs
    Limited Capacity seats available

    This discussion will outline a practitioner's guidelines for addressing communicative competence for augmentative and alternative communication (AAC) users with complex communication needs. Participants will examine the current literature and discuss ideas for practice guidelines outlining when presumptions of competence can still protect all individuals from exposure to interventions with high levels of risk for abuse, when only the potential for competence should be presumed, and when to demand evidence.

    Presenters

    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    A Comprehensive Evaluation of Perspectives Regarding a Post-Secondary Education Program
    Limited Capacity seats available

    This qualitative study sought detailed insights into individual experiences with a university post-secondary program for students with intellectual disabilities, ages 18-22. Past and present students and parents, as well as peer education coaches and mentors, program staff, and participating professors were interviewed about their first-hand experiences. This collective gathering of multiple parties involved in the post-secondary program is unique from previous studies that focus on specific groups such as students or peer education mentors. The comprehensive nature of this qualitative study provides a unique opportunity for the development or improvement of guidelines that represent perspectives of all key parties of post-secondary education programs. Our presentation aligns with the conference theme of diverse and inclusive communities because the program targeted by our study fosters diverse student perspectives at the university. Our presentation will inform transition age-individuals with ID and their families of all backgrounds, including diverse groups, about the offerings of post-secondary education programs and outcomes upon graduation from the program. This presentation also addresses the needs of a group who have historically been marginalized in terms of attending college (i.e., those with ID)

    Presenters
    AF

    Andrea Forsyth

    Doctoral Student, University of Nevada, Reno
    JP

    Jodee Prudente

    Teacher/Leader/Student, WCSD/UNR
    I am a veteran special education teacher. I have primarily worked with students wit intellectual disabilities grades K-8. I have a Bachelors degree in Elementary and Special Education and a Masters in Special Education with a focus on students with intellectual and multiple disabilities... Read More →
    BG

    Brianna Grumstrup

    Doctoral Student, University of Nevada, Reno


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Adult Attachment Style in Romantic Relationships for Adults with ID: A Framework
    Limited Capacity seats available

    Attachment theory, first studied in the context of the infant-primary caregiver relationship, has provided a useful framework for understanding couple functioning. Interactions between infants and their caregivers help form internal working models of relationships that inform whether they view themselves as worthy of love as well as whether they perceive attachment figures as responsive, sensitive, and trustworthy (Bowlby, 1988). Attachment insecurity exists on a spectrum, with anxious attachment indicating fears of abandonment, relationship worry, and a magnified need for emotional reassurance from a romantic partner (Bartholomew et al., 1997). On the opposite end of the spectrum, avoidant attachment represents a discomfort with intimacy and relationship closeness, difficulty with self-disclosure and emotional vulnerability (Shaver & Mikulincer, 2012). Research has revealed that couples with secure attachment style may benefit from outcomes such as long lasting, high quality relationships characterized by substantial levels of trust, more positive emotions, and less conflict (Givertz, et al., 2013). Higher levels of avoidance and/or anxiety, however, are associated with lower levels of interpersonal trust, lower relationship quality, greater frequency of negative emotions and conflict, and loneliness in marriage (Givertz, et al., 2013). There are also fundamental differences in the way couples handle conflict based on individual attachment styles (Gouin et al., 2009). Therefore, attachment dynamics in couple relationships have provided vital information for therapists and a foundation for many therapy modalities. For those with intellectual disabilities (ID), romantic relationships are an extremely understudied topic (English, Tickle & dasNair, 2018) and attachment styles, relationship satisfaction, longevity, and quality are relatively ignored altogether (Fulford & Cobigo, 2018). Ignoring these areas of human development and functioning for adults with ID can have devastating impacts on their overall health and well-being. While adult attachment has been studied between individuals with disabilities and their parents (Schuengel et al., 2013), there is a need to develop a further understanding of this issue for couples and the impact it has on individual well-being and positive relationship experiences. This understanding can help couples with ID as well as family members and staff work more comprehensively with adults with ID. The current presentation will provide an overview of attachment theory, alongside a review of the unique factors that define couples with ID. Using a systemic perspective, this presentation will highlight a framework for applying an attachment-based understanding of couples with ID. This framework will be discussed and methods for applying this understanding to individuals and couples will be provided.

    Presenters
    avatar for Rebecca Kammes

    Rebecca Kammes

    Doctoral Candidate, Michigan State University


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Comparative Models of Managed Long Term Services and Supports
    Limited Capacity seats available

    Between 2011 and 2016, the number of states operating a Managed Long Term Services and Supports (MLTSS) program dramatically expanded, from 12 to 22. Today, over half the country delivers long term services and supports, including home and community-based services, within a MLTSS framework. Though people with intellectual and developmental disabilities (I/DD) have historically been excluded from MLTSS frameworks, this has begun to change with recent implementations in Iowa and Kansas including people with I/DD in the same managed care framework as seniors and people with physical disabilities. This session will provide a comparative perspective on MLTSS programs across the country and discuss one longstanding best practice model, Wisconsin's FamilyCare program, hearing from representatives from both state government and FamilyCare's largest MCO, Inclusa. Particular emphasis will be given to ensuring that people with disabilities, including people with I/DD, are able to access services in the most integrated setting. How can states and advocates work to ensure that MLTSS results in increased access to competitive integrated employment and community inclusion? What safeguards can be put in place to protect people with significant disabilities from medicalization or reduction in service quality? This session will help prepare advocates to engage on some of the most important policy issues facing the disability community today.

    Presenters
    AN

    Ari Ne'eman

    Ari Ne'eman is the President of the Autistic Self Advocacy Network, a non-profit advocacy organization run by and for autistic adults seeking to increase the representation of autistic people in society. From 2010 to 2015, he served as one of President Obama's appointees to the National... Read More →


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Effectively Preparing Teacher Candidates in an Online Graduate Program to Educate Students with Severe Disabilities in Academic Content
    Limited Capacity seats available

    Teacher candidates in an online graduate program can be effectively prepared to educate students with severe disabilities in academic content. Teacher candidates are provided with preparation to include a diverse variety of students with severe disabilities in academic lessons in general education. These candidates master skills to plan, teach and assess students with disabilities in academic content through online learning strategies. This approach is successful to prepare students for successful edTPA results.

    Presenters
    avatar for Karena Duffy-Cooper

    Karena Duffy-Cooper

    Profession in Special Education, Western Carolina University


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Faculty-preferred Strategies to Support College Students with Disabilities
    Limited Capacity seats available

    The population of students with disabilities is ever increasing on college campuses; and inclusive education is important so that every student can have equal opportunities. The purpose of this review was to assess the use of Universal Design frameworks in higher education settings to create inclusive learning opportunities for all students, especially those with disabilities. Specifically, this review examined the attitudes of faculty toward Universal Design frameworks and college students with disabilities. To achieve the purpose of the study, the researchers examined studies that (1) were published in peer-reviewed journals from 2009 - 2019 and (2) included participants who are teaching in the U.S. higher education settings.


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Involving Self-Advocates in Policy Research
    Limited Capacity seats available

    The benefits of including stakeholders in data-informed policy decisions include opportunities for meaningful social contribution and reduction of persistent disparities in accessing community services for individuals with disabilities. Such benefits require us to embrace stakeholder engagement as a crucial aspect of our work improving Medicaid systems, which greatly impact the lives of individuals with disabilities and their families. However, stakeholder engagement is often challenging due to resources, accessibility of complex topics, outreach to marginalized communities, and legislative timelines. In this presentation, we discuss three approaches that we use in our projects that successfully integrate stakeholder engagement. For each approach, we will provide examples of how we engage stakeholders in the process. Then, we will discuss with self-advocates and other attendees the ways they want to be involved in decisions that impact their services the most. The first approach we use involves engaging advisory committees made up of stakeholders with various roles and perspectives throughout the project. The next approach is collecting stakeholder perspectives via focus groups and/or surveys. The third approach involves stakeholder participation in the formation of project tasks and collecting data. This approach, informed by participatory action research principles, allows stakeholders to contribute their unique expertise and take ownership of the decision-making involved in data-informed policy research. We will facilitate discussion on how to best seek out collaborators and advocates, how individuals think typical methods of self-advocate engagement may be improved, and brainstorm new methods for ensuring individuals with disabilities are heard throughout the process of conducting research to inform policy. In addition to the facilitated conversation, we present examples of each type of approach in past work and note the strengths and barriers we encountered through our experiences. Finally, we offer solutions and tips based on our experiences.


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Let's Get Rolling! Transportation: A Key Spoke in the Employment Wheel
    Limited Capacity seats available

    Employment First is the premise that everyone, including individuals with disabilities, especially those with significant disabilities, are capable of full participation in integrated employment and community life. To support Employment First, systems change is occurring on the federal, state, and local level, to align resources, policies, and practice. This change also pertains to transportation and mobility supports that enable individuals with significant disabilities to access inclusive employment. Transportation has been a weak spoke of the wheel to ensuring that everyone can get to work. Researchers indicate that students with autism and intellectual disabilities need transportation skills and supports to facilitate participation in the community (Flexer, Baer, Luft, & Simmons, 2013). Transportation challenges persist for individuals with disabilities well into adulthood, and national studies, such as those conducted by the National Council on Disability (2005), indicate that some people with disabilities who are willing and able to work cannot do so because of inadequate transportation. If we can't get to work, we can't work. The Federal Transit Administration (FTA) supports mobility management - an approach to ensuring that everyone can access inclusive community settings including get to work. Mobility management is a person-centered approach that includes designing and delivering transportation services that starts and ends with the individual using transportation. It begins with a community vision in which the entire transportation network public transit, private operators, cycling and walking, volunteer drivers, and others works together with customers, planners, and stakeholders to deliver the transportation options that best meet the community's needs. In the first part of the session, participants will learn about mobility management networks, and examples of solutions in communities across the country. Innovations such as shared-ride services and volunteer driver programs will be described as a way to implement a continuum of inclusive transportation supports beyond a traditional paratransit service. Information and resources that will be shared are intended to enhance awareness and knowledge of community mobility. The second portion of this presentation will be a facilitated conversation where attendees will share their own experiences: both challenges and successful outcomes and will learn from fellow attendees. Educators, support professionals, families, and individuals have a tremendous opportunity to learn about and leverage mobility management strategies by becoming active in these networks.


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Spelling My Way to Higher Education
    Limited Capacity seats available

    I am a 23-year old woman with autism going to college to pursue a degree in Biology, and work in the field of neuroscience research. I am fighting every day to have the same opportunities as my peers in higher education and employment. I am the first student at Montgomery College, Maryland, to graduate with an AS Science-Life Science degree, using a letter board and a communication partner. I am a Latina immigrant moving from Brazil to the U.S. with my family when I was five years old. Words come out of my mouth by impulses and compulsions, but very seldom do they express what I am thinking. Learning to spell on a letter board allowed me to conquer the basic human right to have a voice and to be heard. My outlook on life changed from despair to life with endless possibilities, because at that moment, I found my voice. My journey to college was not an easy one since I did not start communicating on a letter board until I was a sophomore in high school. However, it was a turning point in my life because it changed my path from a certificate of completion to a high school diploma. It was not an easy road, but it was a successful one because it created a path for many other students with autism after me. I started college by taking only one class, and my first day was a collection of feelings of accomplishment and dreams coming true. I added a course each semester until I started taking three classes. Every time I have an interaction with my professors or classmates, I hope to plant a seed of inclusion, acceptance, new possibilities, and equality for all. Last year, I was inducted into Phi Theta Kappa Honor Society, Kappa Omega Chapter. When I started college, I would stay only an hour or so on campus. Now my longer days are 12 hours, and those are the happiest ones. My goal is to live a life filled with meaning and purpose. I have goals to continue my education, pursue a career in neuroscience, and to live in a supportive and inclusive community. If you are going to dream, shoot for the stars. Because as you get higher each day, your view gets better, your problems look smaller, and the journey makes you stronger.

    Presenters

    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Bird 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Supported Decision Making and Commonunity®
    Limited Capacity seats available

    We all need assistance in making important decisions. We consult with our families, our friends, and others whose advice we value and trust. For individuals with disabilities, having a strong support system can play an important role in maintaining independence and freedom to make their own life choices. Wisconsin recently passed a law recognizing Supported Decision-Making Agreements which formally designates friends, family members and other  supporters to provide supported decision-making to adults with disabilities, including assistance in understanding the options, responsibilities, and consequences of that person's life decisions. Supported Decision Making Agreements do not give supporters the authority to make decisions for the individual, but it recognizes that individuals with disabilities can benefit from receiving advice and support from those they trust when making important life choices. We will explore the concept of Supported Decision-Making Agreements in a managed care setting, how the agreements support people in maintaining their independence and how the agreements encourage self-advocacy and self-determined decision-making. Inclusa is a unique Managed Care Organization. We have developed and trademarked an approach to managed care called Commonunity®. Commonunity® is defined as  a way of living which brings together the basics - connection to community, opportunity to work, a place to call  home, the ability to get where I need to go - to create the life of my choosing. The five areas of focused consideration in this approach are: Self-Determination, Community Living, Integrated Employment, Mobility and Community Connections. We encourage individuals we serve to use formal and informal supports to assist in their decision making process. Supported Decision-Making Agreements can be used to formally delegate specific supporters in very specific areas. For example, in the five areas of Commonunity, a person may have five different supporters - dependent on the expertise of the chosen supporter. Though the supporter has no legal decision-making power, the identified supporter can play an important role, along with Inclusa care teams, in helping individuals we serve make decisions that best meet their desired outcomes and live self-determined lives.

    Presenters

    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Quail 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    The State of Inclusion and Exclusion of Students with Extensive Support Needs in California School Districts
    Limited Capacity seats available

    This study explored the state of placement of students with disabilities (SWD) in districts across the State of California and the relationship between placement and economic and demographic factors. Results suggest significant variability in classroom placement, relationships between placement and factors, such as race and expenditure, and alarmingly low access to general education classrooms for students with extensive support needs. A continued focus on access to placement in regular classes for SWD is apparent across the United States and many other countries (Ainscow & Cesár, 2006; Drudy & Kinsella, 2009). Despite the increasing attention to placement in regular classes, SWD continue to be educated away from their peers without disabilities (e.g., Morningstar, Kurth, & Kozleski, 2014; Porter, 2004). Furthermore, there is significant variability in placement in, or access to, general education for SWD (Cosier, White, & Wang, 2018). The variability in placement and limited access to general education for SWD, and particularly for students with extensive support needs, highlights the need to identify factors associated with placement and then address the role of current policy, while also recognizing future policy needs.

    Presenters
    avatar for Audri Gomez

    Audri Gomez

    Associate Director, Thompson Policy Institute on Disability-Chapman University


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Transition and Inclusion of Youth with Disabilities in the Community in Portugal
    Limited Capacity seats available

    In Portugal, after completion of compulsory schooling, young people with disabilities and their families are confronted with the absence of a support service that allows them to pursue a future in meaningful work or community inclusion as an alternative to sheltered workshops. A pilot project focusing on the inclusion of youth with disabilities in their community and integrated employment was developed in six regions of Portugal in an attempt to fill this gap. The aim of the project was to support the inclusion of people with disabilities in activities in natural contexts, through the mobilization of existing resources in the community, such as municipalities, companies, services and various organizations. Each project supported the development of meaningful activities in the community including: socio-professional experiences in real work contexts, cultural, sports, and leisure and volunteer activities. The goal was to provide opportunities for youth with disabilities to acquire skills and a support network that enables them to be the active agents themselves in building a life of higher quality and included in the community. The presenters will discuss the main findings from a follow-up study which assessed the pilot-projects.

    Presenters
    avatar for Laura Owens

    Laura Owens

    President, TransCen Inc.
    My area of interest and work is on competitive integrated employment, community inclusion and self-directed IEPs/transition planning. I have done a lot of work using community conversations that have been very successful in bringing communities together around transition and integrated... Read More →


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Universal Design: Inclusive Postsecondary Education for Students with Intellectual Disabilities
    Limited Capacity seats available

    As college or some form of postsecondary education (PSE) continues to serve as a prerequisite for employment, it is important that all students have access to PSE. The passage of the Higher Education Opportunity Act has provided students with intellectual and/or developmental disabilities (IDD) a pathway to college. While progress has been made in making PSE accessible for students with IDD, there are still areas of growth that can be explored for making PSE accessible and inclusive. Diversity practices aligned with tenets of Universal Design for Learning (UDL) can be a pragmatic solution for meeting the needs of students as PSE continues to grow. However, for university staff and faculty who may not have experience working with students with extensive learning needs, support in doing so may be required. This presentation will present strategies and methods utilized in a PSE program supporting students with ID/D and highlight how successful collaborations with instructors were formed, and ultimately how practices aligned with the tenets of UDL were embedded within the course to support fully inclusive course offerings for students with ID/D. Additionally, data from an initial instructor training will be shared and future research to measure instructor growth and effectiveness of trainings will be discussed.

    Presenters
    avatar for Karl Wennerlind

    Karl Wennerlind

    Associate Director, Project FOCUS at UNLV
    DM

    Dr. Matthew Love

    Assistant Professor, San Jose State University
    Dr. Matthew Love is an Assistant Professor at San Jose State University. His research line is primarily focused on how instructional technology, desgined to adhere to the tenents of universal design for learning, can be used to support the inclusion of students with disabilities in... Read More →
    avatar for Stephanie Devine

    Stephanie Devine

    Assistant Professor, Georgia Southern University


    Friday December 6, 2019 3:20pm - 4:10pm
    Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    3:20pm

    Early Career Researcher Business Meeting and Networking
    Limited Capacity seats available

    Attention all early career researchers and doctoral students. Please join us for our annual business meeting and networking event.

    Moderators
    avatar for Alison Zagona

    Alison Zagona

    Assistant Professor, University of New Mexico
    I am an Assistant Professor at the University of New Mexico, and I am the co-Chair of the TASH Early Career Researcher Network. My research is focused on inclusive education and instructional, social, and behavior supports for students with complex support needs. I am also passionate... Read More →

    Friday December 6, 2019 3:20pm - 4:10pm
    Bee Hive 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Being Independent with Smart Technology
    Limited Capacity seats available

    People are making their homes “smart” by using technology. In doing this, the most mundane tasks are becoming accessible thru the use of web-based programs and apps for iPhones or Android platforms. People can save money using lights that use less electricity; they can control the temperature in their homes by pressing a button in an app on their phone or tablet; they can see who has come to their door by looking at their phone. Because these controls are convenient, easy, and gaining in popularity, companies are actively designing new ways to give people even more control of their environment with their phones or tablets. With that being said, an unexpected result of this “smart” technology has occurred. In making controls for everyday tasks accessible on phones or tablets, companies are making them accessible to people with disabilities and creating opportunities for those individuals to have more independence in daily life. As these apps and appliances/modules become more popular and universally available, their cost lowers and this makes them more obtainable for those with disabilities who, in the past, needed to spend hundreds of dollars to purchase and use environmental controls (ECUs). With the technology that is available today, a person can control anything with a simple modification and the modifications are cost effective. In this presentation, I will talk about ways that people with disabilities can convert their home into a “smart” home. As a person with a disability, I have personal experience in living and growing through the changes in technology that allow me to control my environment more cost-effectively and simply. I will share my journey to converting my own home into a smart one and the issues that arose in the process and how those were resolved. I will discuss how to pick the right devices to use based on purpose, need and efficiency. Resources will be shared for those interested in setting up their own “smart” home.

    Presenters
    avatar for Christopher Lenart

    Christopher Lenart

    Disability Awareness
    We are Lisa Cesal and Chris Lenart, and we have been friends over 30 years.Both of us have Cerebral Palsy. We wrote a book about our lives with CP. We felt that our stories needed to be heard for many reasons. First reason is that some people come up to us in public and say things... Read More →


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Capacity Building: Lay Educational Advocacy as an Inclusion Strategy
    Limited Capacity seats available

    This presentation describes the work of two organizations in different regions of the country who have endeavored to develop a network of passionate advocates to sit beside families and students with disabilities to assist educational teams with the development of fully inclusive educational plans. It will describe a mature program that has operated for more than 20 years in Georgia and the development of a replication of that program in Nebraska. The presentation will describe the philosophical basis for the programs and the training methods designed to give advocates the knowledge and confidence they needed to assist families to prepare for and successfully argue for inclusive educational experiences for their students.

    Presenters

    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Changing Outcome Statistics: Postsecondary Education for Students with Intellectual and/or Developmental Disabilities
    Limited Capacity seats available

    Post-secondary education for students with intellectual and developmental disabilities can change the traditional outcomes for the students. Students who have spent an educational lifetime in separate classes or with separate curriculum and expectations can now have an opportunity to come out of those classes join the mainstream population and change their future through inclusive education. Through education, we can change the current gloomy statistics for this population. Currently, individuals with intellectual disabilities have about a 16% employment rate. But students with disabilities who are participating in inclusive post-secondary education have blown that statistic out of the water! In this session attendees were hear not only how post-secondary education can work, but also what it has done for one in particular. Attendees will also hear about what can be done in primary and secondary schools in order to prepare for students with disabilities to go to college, just like their typically developing peers.

    Presenters
    avatar for Edie Cusack

    Edie Cusack

    Executive Director, REACH Program College of Charleston
    Post-secondary education for students with mild intellectual and developmental disabilities.


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Inclusive Recreational Programming
    Limited Capacity seats available

    As school ends, families look to provide their children with a typical summer experience. Summer camps provide routine and recreational opportunities for children to express creativity, achieve and master new skills and build friendships. Nearly 9 percent of children in North America are defined as having significant disabilities (National Center for Education Statistics, 2016). Due to an increase in disability prevalence, there is a strong need to provide summer camp experiences for all children. Inclusive recreational programming can be particularly important for youth with autism to practice social skills, physical aptitude and increase social motivation. It is vital to provide proper training and supports to families and staff to provide a meaningful recreational experience. In this training, participants will learn the benefits of inclusive recreational programs, effective strategies for all individuals including behavioral skills training (BST), and explore ways to transform their current program to become more inclusive. National Center for Education Statistics (2016). Children and youth with disabilities.

    Presenters

    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Parenting a Child of Color on the Autism Spectrum
    Limited Capacity seats available

    This is a personal story of a single mother's journey through the rewards and challenges of parenting an African American male with autism. This presentation discusses: (this is not an all inclusive list) Diagnosis ,The Grief Process, Interpersonal relationship changes, Professional/Educational Collaboration, How parents can learn to be strong advocates for their children while building successful working relationships with professionals and family members around the needs of their child/children.

    Presenters

    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Scheduling Structures: Promoting Access to General Education for ALL Students
    Limited Capacity seats available

    A key principle in an inclusive, restructured school is maintaining natural proportions (i.e., ensuring that the percentage of students with disabilities in any particular class does not significantly exceed the percentage in the school as a whole). If too many students with disabilities or students with challenging behavior or other support needs are placed in one section, the range of support needs will make the class difficult to teach and many of the benefits of inclusive education (e.g., access to the curriculum, peer models, high expectations) may be lost. This session will describe the steps for scheduling students in natural proportions in general education classes and options for assigning collaborative teaching roles to general and specialized educators. Examples from elementary and middle schools will be used to highlight how inclusive scheduling practices can build the capacity of schools to support all learners.


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Site Based Administrators' Perspectives on Evidence Based Teaching Practices for Students with Intellectual Disability
    Limited Capacity seats available

    Results of a statewide survey on site-based administrator perceptions of EBPs for teaching students with ID will be presented. Details regarding responses and EBPs will be discussed using descriptive statistics. Implications will be discussed regarding administrator awareness and mentoring teachers. Summary: Evidence based practices (EBP) are essential for creating meaningful instruction to meet the needs of all learners. High quality instruction for students with an intellectual disability can be especially challenging without the use of EBP. Students with an intellectual disability have a wide variety of needs that must be addressed through systematic instruction and strategic planning. They require a broad and extensive curriculum (e.g., academic, social skills, life skills) while providing individualized and often highly variable levels of positive behavioral, health, and communication supports (Pennington, Courtade, Ault, & Delano, 2016). In this session we will present the results of a statewide survey of school site administrators (e.g., principals, assistant principals, deans). Respondents are those who indicated having the responsibility of supervising teachers of students with an intellectual disability. The survey focused on (1) administrator perceptions of evidence-based practices for teaching students with an intellectual disability, (2) their perceptions of teachers' implementation of such practices, and (3) administrators' perceptions of their ability to mentor the teachers on implementation of EBPs.

    Presenters
    JP

    Jodee Prudente

    Teacher/Leader/Student, WCSD/UNR
    I am a veteran special education teacher. I have primarily worked with students wit intellectual disabilities grades K-8. I have a Bachelors degree in Elementary and Special Education and a Masters in Special Education with a focus on students with intellectual and multiple disabilities... Read More →


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Sustainable, Systemic Educational Change Using Implementation Science
    Limited Capacity seats available

    Students with the most significant cognitive disabilities have experienced the least amount of movement towards inclusive education. Systemically changing educational opportunities for students with SCD has been a fight since the 70's. Looking at inclusive education through the lens of implementation science and building state-, district-, and school-level capacity shows promise for facilitating systemic change. Information about implementation science will be shared along with anecdotes from "real-life" experiences in facilitating change and building capacity through collaborative systems change efforts embedded in implementation science concepts. The overall goal of our work is to "Build Diverse and Inclusive Communities" through inclusive education opportunities for students with the most significant cognitive disabilities. In this session, learners will see the deliberate process of change through implementation science to create life-long change for persons with significant cognitive disabilities.


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    The Power of Self-Advocacy - An Expansion Effort in Georgia
    Limited Capacity seats available

    Presenters will discuss how we Georgia is expanding self-advocacy statewide by creating and supporting the foundation of a diverse and action-oriented statewide self-advocacy network. Georgia’s DD Council funded a grant to expand self-advocacy and awarded it to Sangha Unity Network (SUN). The goal of this innovative project is to promote, create and sustain local and statewide advocacy networks in the State of Georgia for individuals with intellectual and/or developmental disabilities. The multi-year project includes opportunities for self-advocates to learn specific skills, enhance competencies and advocate personally, in communities, and in the state of Georgia. We will describe our efforts in the two years of the project with connecting self-advocates and determining what capacity already exists in the various areas and where the opportunities are for improvement and stronger advocacy. We will talk about the leadership group coming together to name the new network and develop a vision. Uniting for Change is about uniting Georgians and influencing change by speaking up and taking control of our lives. Nearly 175 self-advocates participated in the first round of advocacy planning sessions in 7 cities across Georgia and 100 self-advocates attended the first Uniting for Change retreat in the second year. Self-advocates have told us what folks are interested in learning and doing, where people are already engaged where people are contributing, and where we can grow, strengthen and expand self-advocacy efforts in our state. Many of the self-advocates talked of how they wish their lives were different, wanting to & blow the roof off my sheltered life, use my voice and speak up for others, do things outside of the day program, learn how to write a letter and host a meeting, not be considered an afterthought, pick what times work for me and not what works for them. Our presentation will offer our process for developing and enhancing advocacy skill sets, supporting advocacy activities in local communities and at the state level, and how we stay connected. The self-advocacy networks are designed to bring people together to share ideas and to create opportunities for people to develop valued social roles and have multiple ways to contribute.


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Quail 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Using Value-Based Purchasing with Supported Employment Providers to Increase Outcomes in Medicaid Programs
    Limited Capacity seats available

    Many Supported Employment funders and providers are looking for effective win-win reimbursement models to advance Employment First objectives. Value-based purchasing (VBP) offers a powerful alternative that can help states improve competitive employment outcomes for individuals with disabilities. This session will feature two speakers, one from Inclusa, Inc., Wisconsin's largest managed long-term care organization (MCO), and the other, a self-advocate who is a Member of Inclusa. You will hear the personal story related to gaining and sustaining competitive integrated employment, and the successes and challenges along the way. Inclusa will share how it has worked with Supported Employment providers to design and implement VBP for Supported Employment services. This session highlights how collaboration with employment service providers, MCO's and individuals with disabilities resulted in an innovative way to pay providers based on person-centered outcomes. These outcomes include increasing hours worked in competitive employment settings and shifting a focus from facility-based programming to fully integrated opportunities. As more states move Medicaid Home and Community-Based Services (HCBS) programs to managed care, the possibilities for MCO's to use VBP with Supported Employment providers increases. Given the reality that fee-for-service does not typically incentivize Supported Employment providers to maximize an individual's hours worked and use best practices for job match and job coaching that make incremental fading of paid supports possible, both MCO's and Supported Employment providers will be looking for better reimbursement models in order to advance Employment First goals. As a result, interest in the application of VBP of Supported Employment services is growing nationally. Given that fee-for-service inherently rewards service rather than outcomes, VBP applied to Supported Employment offers a powerful alternative that, if designed correctly, can help states improve integrated competitive employment participation among HCBS participants. Come to this session if you'd like to hear how a MCO, Inclusa, worked with its Supported Employment providers and Members to design and implement a model for value-based reimbursement for Supported Employment that data demonstrates has increased employment outcomes for individuals in a cost-effective way, and supported successful provider transformation.

    Presenters

    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    4:25pm

    Well, THAT will never work!
    Limited Capacity seats available

    Kathy and John, parents to now 30 year old daughter, Alexa, discuss their successful strategies for ensuring Alexa's full inclusion throughout her lifespan, starting at birth. However, a few years ago, John shared his concerns, written in short story style, to Kathy about his lack of faith that many of the barriers Alexa had faced could be successfully resolved. He never shared this with Kathy at the time because he wanted to be supportive of her vision and efforts. This discovery lead to this presentation, showing how our own attitudinal barriers can be as impactful as the systemic barriers that face people who have disabilities. The private thoughts John held internally during times of family problem-solving eventually evolved into a "paradigm shift" as he saw the successes accumulating. Amazing barrier-elimination steps became the norm for this family. Alexa benefited by attending regular classes in schools, accessing needed technology as it was invented, a wheel-chair lift on the regular bus, skating in her wheelchair at the neighborhood ice rink, playing street hockey with friends, using a power beach wheelchair, being a statistician of a girls ice hockey team, attending college, becoming employed, and owning a vehicle and home of her own (all modified for her unique needs). Kathy, John, and Alexa will share stories, steps taken, and lessons learned, and how other families can do the same.


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    5:14pm

    Networking Reception
    TASH's Networking Reception is a place to connect with friends and colleagues, enjoy light appetizers and be amazed by this year's outstanding poster presentations!

    Friday December 6, 2019 5:14pm - 6:30pm
    Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    5:14pm

    About Poster Presentations
    Poster Presentations capture information about a particular topic in the form of printed text and graphics. Poster presentations are displayed on large foam core boards on easels.  Poster presentations are shared during a 1.5-hour period in a large meeting space with other poster presentations.

      Friday December 6, 2019 5:14pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      A Community Conversation: From Visitor to Member Status at One Higher Education Institution
      In this interview study, the authors identified what post-high students (from two US locales - one in the Midwest and one in the South) reported with respect to their interest in pursuing higher education at a nearby four-year institution where they currently visited on a regular basis either for work exploration/internships or individual tutoring. The findings from this study suggest ideas on how to "Build Diverse and Inclusive Communities." The interviews are a first step toward a future Community Conversation with University administrators and other interested parties to advocate for enrollment in university coursework and move beyond "visitor status" only.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      A Personal Narrative Intervention for Adults with Autism and Intellectual Disability
      To help adults with co-occurring Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) engage in more meaningful social experiences with others at home, work, and in the community a personal narrative (PN) intervention package was used to teach macrostructure elements within participant-generated PNs so that participants could share more coherent and complex PNs. To assess the effects of the intervention package a combined single-subject, multiple-baseline, and an A-B-A-B design across subjects design was used. Results from the study showed that all participants made positive gains in their ability to share personal stories with others. In addition, a measure of social validity suggests that participants found the intervention effect as well as meaningful.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Advocacy Strategies Utilized by Families of Children who are Deafblind
      Although active parent involvement is mandated as part of the Individuals with Disabilities Education Act (IDEA), parents continue to report dissatisfaction with IEP meetings. Despite increases in parent participation policy since the adoption of IDEA, the parent-professional partnership originally envisioned by lawmakers is arguably not consistent with practice. This is evident for families of all children who represent the thirteen disability categories covered under the auspice of IDEA; however, because of its uniqueness, this study focuses on families of children who are deafblind. Deafblindness is a low-incidence disability with a heterogenous population. Parents of children who are deafblind have unique challenges before, during, and after Individualized Education Program (IEP) meetings. Often there is a lack of professional knowledge about deafblindness, thereby requiring families to gain and share knowledge. Because parent knowledge and advocacy are essential roles, there is need to understand better how parents advocate and share knowledge during the IEP meeting. This study focused on parent-initiated strategies used to increase IEP team collaboration and to address their child's needs. Currently, there is a lack of research on IEP strategies initiated by parents of children who are deafblind. Further, there is sparse research on families of children who are deafblind overall. Thus, this study begins to fill a gap in the research literature.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Advocating for Kids with Disabilities
      This presentation is a combination of my personal story of unwittingly becoming a political advocate for my severely disabled daughter, and a framework for parents who want to start advocating themselves. What I've learned is that Building Diverse and Inclusive Communities is greatly facilitated when the people who are a part of those communities actively speak up. We cant expect anyone else to stand up for us and our children when they don't understand the complexities of our lives and the endless stream of barriers that people with disabilities face. We cannot expect people who are not members of our community to understand our needs and implement policies that ensure diversity and inclusion, when they don't truly understand how their decisions affect our lives. I knew that if I didn't stand up and fight for my daughter's rights and needs, no one would, or if they did, they wouldn't have the expertise or experience to understand how their policies affect our community. I had no prior experience advocating politically until the massive efforts to undermine the ACA began. My daughter's life depends on access to healthcare, and so do the lives of many others. I felt like I had to speak up. Without any experience at all, I started speaking up anywhere that I could. And when I started speaking up, people were listening and responding. My voice was being heard. The purpose of this presentation is to encourage others with no political advocacy experience, even if they feel that they are not qualified to speak up, that they are most certainly qualified. They are THE experts on how public policy affects their loved ones. And they should be the ones who are educating the legislators who are enacting laws and policies that affect the disabled community. I will provide personal examples of advocacy and show the results of my efforts. My daughter' s story has been shared on its own in Washington and as part of the Little Lobbyists efforts. I was asked to do an online presentation for the Hope for HIE Facebook group by the Hope for HIE Foundation's President to illustrate my efforts for other parents and give them a framework and tools to be able to become advocates for their children.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Alternative Assessment: What Purpose is it Serving?
      Alternate assessment has been promoted as an opportunity for increasing expectations, providing equal access to curriculum, improving instructional programs, and increasing consideration of students with SSN in policy (Browder et al., 2003). Despite these promises, students with significant support needs remain excluded from many general education settings, raising questions about the actual impact of alternate assessment policy on students' experiences in schools. While a great deal of research has been published examining the validity of various alternate assessments, very little attention has been given to the effects of alternate assessment policy on students' access to meaningful curriculum in general education settings. In this presentation, we provide (a) an overview of research that has been conducted on the implementation of alternate assessment, and (b) a critical analysis of alternate assessment policy, regulations, and implementation. Discussion will highlight the need for research on the effects of alternate assessment on decisions about curriculum and inclusion for students with SSN.

      Presenters
      avatar for Katie McCabe

      Katie McCabe

      University of Wisconsin-Madison
      avatar for Andrea Ruppar

      Andrea Ruppar

      University of Wisconsin-Madison


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Analysis of Special Education Teacher Employment Competencies
      This poster presentation is based on a literature review which examined the competency skills that pre-service teachers are taught to help prepare middle and high school students for employment. This poster will address (a) literature about teacher preparation on employment competencies, and (b) similarities and differences across state standards and indicators about teacher employment competencies. This presentation aligns with the TASH theme, “Building Diverse and Inclusive Communities”, because developing teacher employment competencies for special education preservice teachers could promote employment for students with severe disabilities in the community after exiting high school.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Augmentative and Alternative Communication With Adults: What do we Know About the Literature?
      Augmentative and Alternative Communication (AAC) use amongst adults with significant support needs is often under researched and thus leaves practitioners with little base when developing interventions for this unique population. We present a review of the literature pertaining to all single-case research design intervention studies that included adults that use AAC. We will discuss the gaps in the literature and what we as an advocacy group can do.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Augmentative and Alternative Communication: A Megareview
      This research summarizes the methodological rigor and findings of 80 peer reviewed systematic literature reviews and meta analyses of research conducted on aided augmentative and alternative communication (AAC) interventions for individuals with developmental disabilities. Participant and interventionist demographics, interventions, settings, outcomes, and recommendations of each review are reported and summarized. A MeaSurement Tool to Assess systematic Reviews Revised (AMSTAR 2; Shea et al., 2017) was used to examine methodological rigor of 80 included reviews. Published reviews have increased in methodological rigor from 2001 to mid-2018 but demonstrate a number of methodological weaknesses that detract from the strength of evidence for AAC interventions with this population. Suggestions for improving the methodological rigor of literature reviews and areas for future research in and specific to AAC interventions are discussed, specifically social validity, generalization, and vocabulary selection.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Building Inclusive Communities: What Pre-service Teachers' View as Critical Questions
      This session addresses the topic of inclusion with particular focus on how pre-service teachers view inclusion. The teacher candidates were given a series of questions related to inclusion and asked to respond to those, which were of utmost importance to them as beginning general education teachers. The primary purpose of the questions was to prompt the teacher candidates to critically think about how to effectively build and support inclusive communities. An analysis of the data will be shared and a discussion on the implications for students in general education and special education will follow.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Conceptualizing Teacher Agency for Inclusive Education
      The purpose of this scoping review was to examine empirical studies published in peer-reviewed journals from 1999 to 2018 focused on teacher agency for inclusive education for children and youth with disabilities grades K-12. Two research questions guided the review. The conceptual framework proposes that teacher agency for inclusive schooling requires disrupting traditional educator identities and segregated schooling practices. Eleven articles met the inclusion criteria. The results revealed varied conceptualizations of teacher agency and inclusive education within studies. In addition, we report on four themes focused on teachers' agentic actions towards inclusive education: (a) instructional strategies, (b) collaboration, (c) family-school-community connections, and (d) other agentic moves. Implications for research and practice are discussed.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Constructs Related to Transition Planning Meetings Participation for ELs with Disabilities
      The purpose of this study is to use data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the factors related to participating in the IEP transition planning meeting for English learners (ELs) with disabilities and their parents. In addition, this study also compared the results of IEP transition planning participation between ELs with disabilities and non-ELs with disabilities. Furthermore, this study conducted an exploratory factor analysis to identify constructs associated with the IEP transition planning meeting for ELs with disabilities. Results showed similarity and differences between ELs with disabilities and students with disabilities on IEP transition planning meeting participation, and constructs associated with the IEP transition planning meeting.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Correlates of Student Participation in Work-Based Learning Experiences
      This poster will describe results from a research study that examined the extent to which student characteristics (e.g., gender, grade level, ethnicity, and level of disability) related to student participation in school and community work-based learning experiences (WBLEs). Additionally, the relation between student characteristics and the amount of time students spent at school or community WBLEs will be described. This poster directly relates to the theme of the conference because it promotes student participation in work experiences that prepares students to work in inclusive communities.

      Presenters
      avatar for Magen Rooney-Kron

      Magen Rooney-Kron

      Doctoral Student, University of Illinois- Urbana Champaign
      Hi! My name is Magen and I am a 3rd year doctoral student at U of I- Urbana Champaign. My research focus is on the employment of people with significant disabilities. I am interested in looking at the use of interagency collaboration and supported employment in supporting students... Read More →


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Curricula for Students with Significant Disabilities
      The curriculum for students with moderate-severe disabilities is individualized. While core standards are relevant and considered, IEP teams determine the actual goals for which progress is measured for each student. The IDEA (2004) requires reporting by states on the progress of all students toward general education standards. In the era since No Child Left Behind (NCLB, 2002) legislation, states are required to develop an alternate assessment for students that were unable to access the standardized assessment in their state. Being required to show progress and provide an assessment, the expectation that all students have access to the general education standards based curriculum has been the driving force in instructional material development for the past two decades (Petersen, 2016). Studies have also examined how to address access to general education standards (Ballard & Dymond, 2017; Cushing, Clark, Carter, & Kennedy, 2005). However, the terms used to define the types of curricula might be more exclusive than inclusive. Trela and Jimenez (2013) suggest using different language to promote inclusive practices. One possible solution for an inclusive life for students with significant disabilities at the school level is to understand the terms used surrounding curricula and how curricula is addressed across districts/states. An analysis of district websites will provide an idea of how terminology is used and how curricula is and could be aligned to the Common Core State Standards. The results of the study can allow us to understand what districts are doing and inform creative ways to be more inclusive in the school setting.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Educators' Perspectives on How to Support Inclusive Classrooms
      Pre-service educators' perceptions toward the inclusion of students are analyzed to determine whether there are differences in pre-service teachers' perceptions and those in the field. Suggestions on what can be done to support students in inclusive classrooms were collected and resources compiled to help the pre-service educators support inclusion.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Emergency-Certified Rural Special Educators: Implications for Professional Development and Inclusion
      The purpose of this research is to identify mechanisms to support emergency certified special educators as they work toward full licensure and their retention as special educators in rural schools. Results will inform reform efforts in special education teacher education and professional development for rural areas, ultimately increasing the number of fully certified teachers and, as a result, improving the quality of education for students with disabilities.

      Presenters
      avatar for Andrea Ruppar

      Andrea Ruppar

      University of Wisconsin-Madison
      avatar for Katie McCabe

      Katie McCabe

      University of Wisconsin-Madison


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Enrollment of Students with Intellectual Disability in High School Courses
      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.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Examining Characteristics of Children with Fetal Alcohol Spectrum Disorders: A Retrospective Records Review
      This poster will present initial findings from a retrospective records review study designed to examine the learning and behavioral characteristics of a population of children with FASD in the Southwest as a step towards creating a comprehensive and coordinated set of services and supports for this group to improve adult outcomes. The overarching purpose of this study is to describe the characteristics of children with FASD, the types of supports and services they receive across childhood, and examine relationships between variables that may be helpful in designing and implementing supports and services for this under-identified and under-served group of individuals.

      Presenters
      SC

      Susan Copeland

      Professor, University of New Mexico


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Experiences of College Students with Disabilities and Co-occurring Mental Health Diagnoses
      The rate of college students with disabilities and mental health diagnoses is steadily increasing across the U.S. However, despite available services and supports, the outcomes of college students with disabilities and mental health diagnoses lag behind their peers without such needs. Unfortunately, little is known about the needs of college students with disabilities and co-occurring mental health diagnoses, including barriers they experience and strategies or services they find helpful. Therefore, the purpose of this study was to understand the experiences of students with disabilities and co-occurring mental health diagnoses, including the impact of their needs and coping strategies used in college. We used a phenomenological approach to analyze qualitative data from nine college students with co-occurring diagnoses. Five primary subthemes emerged related to the impact of participant needs associated with their co-occurring diagnoses and seven subthemes emerged related to mental health coping strategies.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Gone Too Fast: Lethal Means Reduction and Suicide Prevention Among People with Disabilities
      Research indicates that people with disabilities may be at a higher risk for suicide, however, the suicide rate among people with disabilities is not known. While a lack of true numbers for suicide deaths among people with disabilities presents a challenge, more important is the need to overcome the negative expectation for people with disabilities. When non-disabled persons construe a person's disability to be an overwhelming hardship, it prevents consideration and examination of any other suicide risk factors and thus to even consider evidence-based best practices for suicide prevention. (Weiss, 2015). Suicide prevention for people with disabilities has not been fully explored. Many suicides happen impulsively, yet most persons who engage in suicidal behavior are ambivalent about wanting to die at the time of the act (World Health Organization, 2014). High comorbidity exists between impulsivity and the presence of certain disabilities such as intellectual disabilities, Attention Deficit Disorder, and emotional and behavior disorders (Moeller et al, 2001). Easy access to a means of suicide such as firearms, prescription drugs, pesticides, toxic chemicals, and jumping opportunities is a major risk factor because it allows individuals to act on their impulse. Lethal means reduction (restricting access to the means of suicide) is a key component of suicide prevention efforts because it provides an opportunity for impulsive individuals to reflect on what they are about to do, and for the crisis to pass (Sale, et al, 2017, World Health Organization, 2014). Research supports the effectiveness of lethal means reduction in suicide prevention (World Health Organization, 2014), however, studies show many professionals lack awareness of lethal means access as a risk factor, do not regularly talk about lethal means reductions in general or access to lethal means in the home in particular when dealing with a person at risk of suicide (Sale, et al, 2017). The purpose of the session is to provide information on lethal means reduction as a suicide preventative factor for individuals with disabilities. Presenters will provide an overview of the lethal means reduction theory, outline ways to reduce access to lethal means for individuals at risk of suicide, and apply the theory and process to individuals with disabilities.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Household Responsibilities and Parent Expectations for Employment
      Research has found that transition-aged youth (i.e., ages 14-21) with severe disabilities who engage in household responsibilities and have parents with high expectations for employment have increased odds of employment after exiting school (Carter, Austin, & Trainor, 2012). A systematic review of the limited extant literature has revealed specific youth characteristics (e.g., disability type and severity, youth gender, youth age) and family characteristics (e.g., family size, parent education level, parent stress level) that are associated with household responsibility participation. This presentation aligns with the theme, "Building Diverse and Inclusive Communities" by providing an overview of the literature on household responsibilities and discussing future research directions focused on promoting student participation in household responsibilities as a way to foster high parent expectations for employment and improve employment outcomes.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      How are Paraprofessionals Addressing Student Challenging Behavior?
      Paraprofessionals report spending a significant amount of time addressing challenging behavior among students with disabilities yet have limited training in this area. The purpose of this meta-analytic review was to summarize the current body of research involving paraprofessional-implemented behavioral interventions for students with disabilities. In this presentation, we will share findings about the conditions under which paraprofessionals have implemented behavioral supports and the effectiveness of these supports on student challenging and appropriate behavior. Results from this review have important implications for paraprofessional supports, especially in relation to addressing challenging behavior among students with more extensive support needs in inclusive settings.

      Presenters
      avatar for Virginia Walker

      Virginia Walker

      Assistant Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte
      Virginia L. Walker, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Dr. Walker began her career as a special education teacher of students with low incidence disabilities in Atlanta... Read More →
      avatar for Kristin Lyon

      Kristin Lyon

      Research Associate, University of Kansas


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Inclusive Opportunities in Catholic Education
      A focused case study on the practices, strategies, and trends regarding the access to inclusive educational settings for students with disabilities in Catholic schools (Stodden et. al, 2001). The information collected will be analyzed for trends, similarities, and differences with the intent that other Catholic school districts will review this case study and utilize its information to develop a successful inclusive educational program within their own schools per the standards set via the Individuals with Disabilities Act (IDEA, 2018).


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Increasing Learner Independence in Inclusive Settings Through Staff Development
      Preparing paraprofessionals to work within inclusive settings is critical for building inclusive communities. Specifically, the ways in which prompts are delivered and faded can have an impact on the independence of learners. The study presented will describe a professional development package implemented by an inclusion specialist in a public elementary school. Results of the study showed the package was effective for training paraprofessionals to follow a prompt delivery schedule and improved outcomes for learners.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Language Preference of a Multilingual Individual with Disabilities Using AAC
      Individuals with disabilities who are English learners (ELs) and communicate using speech generating devices (SGDs) may demonstrate a preference for instructional language and language output of their SGD. The influence of interventionist language on preference of SGD language output and frequency of mands was examined using an alternating treatments design with an embedded concurrent chain arrangement with a 10-year-old with Down syndrome whose heritage language was Spanish. Language preference assessment for ELs is recommended because heritage language may be preferred for children with disabilities who use SGDs.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Legal Foundations: The Importance of Family Involvement
      Parent engagement in school is important for all students and has been found to lead to successful postsecondary education outcomes (Henderson, 2009). Henderson and Mapp (2002) concluded that there is a positive relationship between family engagement and improved academic achievement. This is true across socioeconomic, racial/ethnic, and educational background for students of all ages (Mapp, 2004). Research continues to demonstrate that parent involvement increases the likelihood of positive postschool outcomes for students with disabilities (Harry, 2008; Test et al., 2009). In light of this evidence, laws have been established to protect parental rights. One law, the Individuals with Disabilities Education Act (IDEA, 2004) emphasizes the importance of parent involvement and engagement particularly in their Individual Education Program (IEP). For example, Bateman (2017) stated that “the most basic IEP requirement is that a student’s parents be full, equal, and meaningful participants in the development of their child’s IEP, along with school district personnel.” (p. 87). Recent court cases emphasized the important role of parents in the development of their child’s IEP and ensuring the provision of a Free and Appropriate Public Education (FAPE). For example, at the federal level, Endrew F. v. Douglas County School District (2017) the court’s decision highlighted the important role of parents in the development of special education programming. The decision indicated school personnel and parents must work collaboratively on the development of the IEP. At the district court level, another case L.H. v. Hamilton County Department of Education (2018) provided insight into several issues including FAPE, Least Restrictive Environment (LRE), parental rights, school culture, and tuition reimbursement. In this session, we will provide information about these key court cases and assist participants in understanding their rights under the law, as well as implications from these court decisions for educational programming for students with disabilities. It is imperative for families, parents, students, practitioners, and advocates to be aware of the implications of these rulings. Additionally, across court cases in special education, parent involvement has been a key component since almost all cases that make it past due process hearings, are because to parents who know their rights and understand the implications of the law are willing to continue to appeal decisions in order to advocate for quality educational opportunities for their child. This session will provide information from key court cases and assist parents in thinking about how to apply these rulings when advocating for their child, as well as assist them in gaining knowledge to be an informed and engaged member of the IEP team.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Literacy for Everyone: Adapted Text
      Literacy is a social endeavor (Keefe & Copeland, 2011). It is a path between individuals and their peers, their communities, and the multiple stories that help them to understand their place in the world. The purpose of this presentation is to demonstrate how books and other content can be adapted to meet the needs of all individuals, emphasizing that literacy is the foundation to building an inclusive community. When a person has significant disabilities or support needs that require an alternative approach to literacy instruction, teachers and support personnel must learn about all the ways that this individual might enter into a literate community. We will provide background information on adapted text and examples on ways to creating a literacy-rich environment through the use of adapted books to meet the needs of all learners from elementary through adulthood. We will demonstrate how to create fully accessible books and how to develop literacy content based on learner strengths and interests.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      My Point of View of Serving Children with ASD in a Developing Country
      Social failure and anxiety can lead to social confusion or challenging behaviors in children with Autism Spectrum Disorder. In fact, Libya is one of the countries that is located in North Africa that challenges to serve children with special needs especially children with ASD. The Libyan Ministry of Education's Department of Education and Integration of Special Groups is working hard to try to integrate those with special needs into the country's education system (North Africa, 2018). Regarding my experience in working with these categories in this country, I found that teachers and parents challenge in teaching the necessary skills to Children and adolescents with ASD to be involved in their community. Bellini (2008) confirms that children and adolescents with ASD have difficulties with several social skills that may be attributed to the manner in which they process social information or social cognition. Being a special education teacher who needs to implement some effective interventions that would work with these individuals is not easy in one of the developing countries. However, coming to the United States of America to improve my teaching techniques and participating in Autism classrooms have helped me to be a successful teacher who can select the best intervention plan that serves people with ASD.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      NCEO/University of Minnesota
      State data from all states that receive special education funding showed increasing rates of students participating in alternate assessment based on alternate achievement standards. These data will be presented along with information about participation requirements in the Every Student Succeeds Act. Data also indicate that students who participate in the alternate assessment are most likely to be in segregated placements. These findings call for innovative approaches to IEP decision making decisions that result in appropriate assessment participation decisions and appropriate placement decisions.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      No Dogs Allowed | Advocating for Your Service Dog
      The use of a service dog can enhance the quality of life of an individual with a disability by providing support and increasing independence by performing tasks that mitigate the impact of its handler's disability. However, using a service dog can create difficulties for the handler that require advocacy and public education to address. One major problem is access issues. Individuals with disabilities using a service dog may be denied access to public places due to a misunderstanding of service dog law. Individuals may be questioned about the legitimacy of their service dog, especially if they have an invisible disability, and wrongly may be required to prove their dog's status by showing an ID or vest which are not required under the American with Disabilities Act (ADA). In addition to access issues, individuals with disabilities using service dogs often are confronted with other difficulties while in public including unwanted attention, requests to pet their dogs, and inquiries about the nature of their disabilities. According to Mills (2017) approximately two thirds of service dog handlers with invisible disabilities surveyed reported experiencing discrimination on a daily basis, while 77% indicated the legitimacy of their service dog was questioned. The increasing presence of fake service animals confounds the difficulties encounter by service dog handlers. Businesses may be reluctant to provide access due to a negative experience from a fake service animal. Incidents of fake service dogs interfering with the work of legitimate service animals or causing harm to them have been reported. Unwanted attention, access difficulties, and illegitimate service dogs can cause anxiety when handlers are in public. Pierce (2018) reported that handlers can put unreasonable expectations on themselves and their dogs to be flawless in public because a small mistake could make their access and the access of other teams more difficult. Mills (2017) found that nearly half of handlers surveyed sometimes did not used their service dog in public because of unwanted attention. In response to these difficulties, service dog handlers need to develop advocacy skills to address these situations. Major elements of this advocacy include education, attitude, and preparation. Handlers should be familiar with ADA service dog requirements and their state laws and be prepared to share this information when confronted. Many handlers develop statements in advance and practice them prior to going out in public so they can be prepared to advocate when confronted. Handlers should try to remain calm, confident, yet assertive when confronted to avoid escalating the situation. Although not required under ADA, Service Dog Central recommends that the dog wear a vest to help the public identify it as a service animal but advises against presenting an ID card because it not required under ADA and may give false credence to fake service dogs. The purpose of this presentation is to provide an overview of advocacy skills for individuals with disabilities using service dogs to assist them in confronting barriers they are likely to encounter when working in public, and to help educate the general population regarding misconceptions about service dog use.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Parents as Change Agents for Children With Disabilities
      How effective is systematic training when teaching parents of children with a disability? The presenters completed an exhaustive systematic review and meta-analysis and found 17 research studies that have evaluated the effects of training on parents of children with disabilities. This presentation will describe the methods of the systematic review and results of the meta-analysis that show BST is an effective parent training strategy. We will discuss practical considerations when implementing BST with parents in their homes and the community. We will also discuss future directions for research.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Participation of Students with an Intellectual Disability in Community Based Work Experiences: A Scoping Review
      This poster will share findings from a scoping review conducted about the participation of students with intellectual disability in community-based work experiences. The poster will summarize the current research and will identify gaps. Implications for future research will be discussed. This presentation directly aligns with the theme of the conference because it focuses on the participation of students within inclusive community-based work experiences.

      Presenters
      avatar for Magen Rooney-Kron

      Magen Rooney-Kron

      Doctoral Student, University of Illinois- Urbana Champaign
      Hi! My name is Magen and I am a 3rd year doctoral student at U of I- Urbana Champaign. My research focus is on the employment of people with significant disabilities. I am interested in looking at the use of interagency collaboration and supported employment in supporting students... Read More →


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Relational Analysis on Life Satisfaction and Perception of Severely Disabled College Students' Dormitory Life in S. Korea
      The S. Korean government has continued to emphasize the importance of residential environment improvement projects in order to provide disabled people with more comfortable life. On the other hand, the D College in S. Korea is a college that has the greatest number of severely disabled students in S. Korea, and was rated as an excellent college by the S. Korean government in 2017 when satisfaction levels with all the college's facilities were rated using questions about their facilities, including the question “Whether or not college dormitories are equipped with facilities for their severely disabled students to live safely and conveniently.” In fact, however, the levels of their stress and subjective satisfaction and the attitudes of the D College's severely disabled students were not rated intensively. The purpose of this study, therefore, is to analyze the relationships between living spaces in dormitories of severely disabled students and their happiness and perception in daily life, focusing on the case of the D College, in order to suggest the environmental improvements of college dormitories in the future. This study was carried out with 28 severely disabled college students (with orthopedic and brain injuries) who resided in the D College's dormitory in S. Korea. Their general characteristics, stress elements and subjective attitudes were surveyed using questionnaires consisting of 30 five point Likert scale questions with the SD method from April 8 to 10, 2019 (for 3 days). An analysis using the IBM SPSS(v.25) produced a significant result. The types of dormitory spaces were categorized according to whether or not separate bathroom facility is provided as shown in Table 1. Their factor of population statistics are shown in Table 2. shows the average analysis results of students' satisfaction level and subjective attitude toward their dormitory life indicates results that examined the difference in satisfaction level and attitude between groups of subjects. It was shown that there are significant differences in their life satisfaction levels according to the peer relationship, and in their stress levels according to the college year, respectively displays the correlation analysis between physical environment elements, including the size and atmosphere of the dormitory space, and attitudes such as the levels of their stress and life satisfaction. The results of this study showed that while the severely disabled college students were relatively satisfied with their dormitory lives, in terms of life satisfaction, academic achievement and feeling of happiness, they had attitudes that there were some stress elements. In particular, such elements as the size of space, atmosphere, the use of furniture, noise, peer-to-peer trouble and living rules, showed significant correlations with the levels of stress and life satisfaction and feeling of happiness. This fact seems to suggest that it is difficult to consider that the dormitory is a space providing emotional stability, like home. In addition, although there was no correlation between physical environment elements and subjective attitudes, including self-fulfillment, academic achievement, autonomy, they entirely showed the attitude of positive influences.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      School Mealtime Experiences of Secondary-Age Students with Severe and Multiple Disabilities
      This presentation will describe findings from a qualitative multiple case study on school-based mealtime experiences for secondary-age students who have severe and multiple disabilities. This presentation aligns with the TASH theme "Building Diverse and Inclusive Communities" because mealtime at school is an important social experience for all youth. The findings presented will describe issues related to feeding and other supports (e.g., age-appropriateness, natural peer supports) found to promote or hinder students' equity, opportunity, and inclusion during mealtime. Authentic descriptions of student participants' perspectives (with and without disabilities), developed through qualitative research strategies, will be highlighted throughout the presentation. Implications for improving supports to advance best practices in inclusion during mealtime for students with the most intensive feeding supports will be described. Participants will have opportunities to engage in the presentation through question and answers, and a whole group brainstorm to list strategies they can take-away to improve social inclusion during mealtime, based on their respective roles (e.g., parent, administrator, teacher).


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Self-Advocacy for General Education Instructional Means
      A 6th grader on the autism spectrum learns to advocate for his needs by determining how to receive instruction in the general education classroom. Assistive technology was used in order for him to choose prior to each class whether to receive instruction in class with his peers or virtually with his same peers through Google Meet and Brigit. Behaviors (aggression, screaming, and biting) immediately dropped and uninterrupted instruction in general education increased.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Self-management of Initiations for Students with Low Communication
      Self-management is an intervention for students with autism spectrum disorder (ASD) to promote independence and improvements in multiple functioning skills, including communication. An exploration of the literature demonstrates how self-management can be taught to students with ASD and low communication to increase their initiations of communication.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Social Skills Interventions for Increasing Employability
      Effective social skills interventions are an important component of training students with severe disabilities to gain and maintain inclusive paid employment. A systematic review of the literature on social skills interventions used to teach social skills for the purpose of employment to individuals with severe disabilities was conducted. There were 26 studies identified involving 47 participants with severe disabilities. This poster will provide an overview of the findings from these studies including the settings, types of interventions, instructional strategies, outcomes, effectiveness of strategies, and social validity. Recommendations for research and practice are also provided. More importantly, this poster addresses the focus of the conference "Building Diverse and Inclusive Communities" by examining the interventions being employed to teach social skills for the purpose of employment in order to provide individuals with severe disabilities with more inclusive job opportunities within their communities.

      Presenters
      avatar for Magen Rooney-Kron

      Magen Rooney-Kron

      Doctoral Student, University of Illinois- Urbana Champaign
      Hi! My name is Magen and I am a 3rd year doctoral student at U of I- Urbana Champaign. My research focus is on the employment of people with significant disabilities. I am interested in looking at the use of interagency collaboration and supported employment in supporting students... Read More →


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Special Educators' Assessment of Family Engagement Practices in Transition Planning: Perceived Importance, Extent of Implementation, and Barriers
      The literature has acknowledged family involvement to be critical when developing appropriate transition goals and transition activities for students with significant disabilities. When families are actively involved in the transition planning, better integrated and competitive employment-related outcomes are achieved. Families can serve as valuable consultants, continuous advocates, informants and play critical roles in supporting students with disabilities. Therefore, building relationships and information sharing between families and professionals should be of particular focus within a school's transition program. The presentation will highlight the outcomes of a study that examined the current service delivery of the family engagement practices from the Taxonomy for Transition Programming 2.0 (Kohler, Gothberg, Fowler, & Coyle, 2016). According to the Taxonomy, family engagement involved three areas; family involvement, family empowerment, and family preparation. A survey was disseminated to special educators to determine secondary special educators' perceived importance, degree of implementation, and barriers to implementation of family involvement, family empowerment, and family preparation within a school's transition program. Results and recommendations for practice and further research will also be discussed.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Stories we Carry into Classrooms: Teachers' Voices on Literacy
      The stories that teachers carry into schools shape their work with students. In my dissertation study, I propose to listen to the stories of teachers of students with complex support needs by asking the following questions: What are the literacy narratives of teachers of students with complex support needs? What do teachers' literacy narrative reveal about their thinking about instructional practices? Participants will be teachers of students with complex support needs and their stories will be heard through a preliminary interview, two shared storytelling (focus group) meetings, and a follow-up interview. This presentation will include theoretical and methodological underpinnings and prelimary analyses/findings.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Teaching/Learning within Circles of Co-Practice: Addressing Ableism Together
      Five "circles of co-practice" (general and special education mentors, pre-service teacher, and university coach) explored whether and how teaching a literature response strategy would change K-12/post-high students understandings about ableist frames/stereotypes. Findings suggested that students learned to "disrupt" mistaken ideas about people with disabilities. These structured conversations exemplify one way to mentor and promote pre-service teacher agency, circle by circle.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      The Clash of Disability and Extracurricular Collegiate Student Life
      We will discuss various examples of discrimination based on disability in student life and extracurricular activities at Colleges and Universities around the United States. We will also discuss various examples of issues relating to accessibility on college and university campuses around the world such as wheelchair inaccessibility and not having an ADA compliance friendly campus among other issues. Then we will ask for input from the audience on how they think universities and colleges can be more accessible for students with physical disabilities and more socially inclusive for students with any disability.


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      The Effects of Positive Behavior Intervention & Support in Inclusive Kindergarten on Problem Behavior of Children with Cerebral Palsy
      The purpose of this study was to investigate the effects of positive behavior intervention and support (PBIS) in inclusive kindergarten classrooms on the problem behavior, such as aggressive behavior, withdrawal behavior, and interfering behavior of children with cerebral palsy. For this purpose, the subjects of this study selected three children with cerebral palsy (CP) who had had difficulty in implementation and operation of in inclusive kindergarten classrooms due to their difficulty of problem behavior. The independent variable was a positive behavior support strategy. In addition, the strategy had four levels of mediation: (a)pre-condition intervention; (b)class participation behavior teaching intervention, (c)task execution behavior teaching intervention, and (d)follow-up result intervention. The dependent variable was problem behaviors: (a)aggressive behavior, (b)withdrawal behavior, and (c)interfering behavior of the target children. The experimental treatment was delivered in an order of baseline-intervention-maintenance. Each participant was a child with difficulty in adapting the kindergarten life and having problem behavior in consultation with class support team. During intervention, behavioral contracts, reinforcement graphs, book arts, and fairy tales were used as tools, and the action board was also used. Results of this study, all participants' problem behaviors were decreased. It is aligned with the results of previous studies that the PBIS strategy reduces the problem behaviors of children with cerebral palsy in the inclusive kindergarten settings.

      Presenters

      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      Transitions through the Life Span: Planning for Assistive Technology
      This presentation will explore the numerous and natural transitions that children, students and parents experience during their educational career. Each transition from early intervention to school age to post high school and from elementary to secondary school is comprised of challenges and opportunities that teams who are supporting students need to plan for and address. This session will highlight myths about each of the key transitions and will provide practical strategies for parents and teams to maximize these transitions.

      Presenters
      avatar for Janet Sloand

      Janet Sloand

      Associate Clinical Professor, Special Education, Drexel University


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      5:15pm

      What About the Peers? A Systematic Review of Peer-Mediated Interventions
      We present findings from a literature review addressing the ways in which middle and high school peers are impacted by formal experiences involving students with intellectual or developmental disabilities (IDD). We address how peers participate in and benefit from involvement in both academic- and social- focused peer-mediated interventions or programs.

      Presenters
      avatar for Hilary Travers

      Hilary Travers

      Doctoral Student, Vanderbilt University
      avatar for Erik Carter

      Erik Carter

      Professor, Vanderbilt University
      Erik Carter is Cornelius Vanderbilt Professor of Special Education at Vanderbilt University. His research and teaching focuses on evidence-based strategies for supporting inclusion, belonging, and valued roles in school, work, community, and congregational settings for children and... Read More →


      Friday December 6, 2019 5:15pm - 6:30pm
      Akimel Lawn 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      7:00pm

      #2019TASHbash Dance
      Meet up with friends at the #2019TASHbash - hosted by the Self Advocacy Committee!  Come dance the night away to your favorite hip-hop tunes. Hearty appetizers will be served.

      Friday December 6, 2019 7:00pm - 9:00pm
      Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226
       
      Saturday, December 7
       

      7:30am

      Registration
      Check in and get your name badge here! Registration will be open during these hours.

      Thank you to our tote bag sponsor, Anthem, Inc.!
      Thank you to our lanyard sponsor, Public Consulting Group!
      Thank you to our "At a Glance" sponsor, TransCen, Inc.!

      Saturday December 7, 2019 7:30am - 12:00pm
      Akimel Foyer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      8:00am

      Exhibit Hall
      Stop by the Exhibit Hall (Akimel 1 & 2) during the hours provided below to support organizations and small businesses practicing inclusion across the country.

      Saturday December 7, 2019 8:00am - 12:00pm
      Akimel Ballroom 1 & 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      8:00am

      Relaxation Room
      A low-sensory relaxation room is available for all TASH conference attendees located near the Akimel Foyer.

      Saturday December 7, 2019 8:00am - 5:00pm
      Meeting Room: Thunder 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

      8:29am

      About Breakout Sessions
      Breakout Presentations are delivered in assigned meeting rooms for 50 minutes.

        Saturday December 7, 2019 8:29am - 11:45am
        Sheraton Grand at Wild Horse Pass 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        A Million Little Things: Considerations for Building Thriving Inclusive Lives
        Limited Capacity seats available

        It's often the little things that make for living a good life. To be a part of a diverse, inclusive community, people with disabilities, their families and caregivers must dream big by looking beyond goals to ordinary, everyday life events. This includes everything from playdates, cultural celebrations, religious activities and sports to dating, marriage, college, work and end of life arrangements. We will share from both the parent and professional perspectives, things to consider at different stages of life and suggest resources that can help people build thriving, inclusive lives of their own.


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        AAC in the Inclusive Classroom
        Limited Capacity seats available

        An inclusive classroom is one that is thoughtful about all abilities. For a student that uses AAC (Alternative and Augmentative Communication), the truly inclusive classroom can be a place to thrive, participate and engage with peers. in the elementary setting, communication and literacy are woven together, and provide ample opportunities for expression and connection. Adult-led and peer supports need to be specific and strategic in order to facilitate meaningful participation, and allow for spontaneous interaction. There is balance of support, challenge, encouragement and incentive that is critical for AAC users to be successful in the inclusive classroom. This presentation will expand on the possibilities for how AAC users can be fully included, how family members and school staff can partner to support learning and growth, and how school communities can both provide and benefit from the inclusion of students with disabilities who use AAC.


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        AZ TASH's Chapter YOUth Leadership and Advocacy Strand: How to Start One in Your State
        Limited Capacity seats available

        Creators and facilitators for the AZ TASH YOUth strand will present and answer questions about their process in developing and running this exciting and vital component of their INclusive Practices Institute. The YOUth strand has been a part of the institute for 8 years and continues to provide an amazing inclusive experience for middle and high schoolers around the state. The strand provides a full day dive into ableism, privilege, intersectionality, challenging social constructs, leadership and advocacy. At the end of the institute, YOUth share out their learnings with all of the adults. Many adults have commented on institute evaluations that this is a highlight of the institute.

        Presenters

        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Barriers to Planning and Organizing Work-Based Learning Experiences for Students with Intellectual Disability
        Limited Capacity seats available

        This presentation will discuss findings from a research study that investigated the barriers teachers face when planning school and community-based work experiences for students with intellectual disability, and strategies for improving accessibility for students with significant support needs. This presentation directly aligns with the conference theme, Building Diverse and Inclusive Communities, by identifying barriers that hinder the participation of students in community-based employment. In order to promote student participation in community-based employment, it is imperative that these barriers are identified and addressed.

        Presenters
        avatar for Magen Rooney-Kron

        Magen Rooney-Kron

        Doctoral Student, University of Illinois- Urbana Champaign
        Hi! My name is Magen and I am a 3rd year doctoral student at U of I- Urbana Champaign. My research focus is on the employment of people with significant disabilities. I am interested in looking at the use of interagency collaboration and supported employment in supporting students... Read More →
        avatar for Stacy Dymond

        Stacy Dymond

        Professor, University of Illinois
        Department of Special Education


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Becoming a Sexual Self-Advocate
        Limited Capacity seats available

        People with developmental disabilities are often left out of the conversation about sexuality, almost as if they are incapable of having thoughts, feelings, and needs. In reality, they, too, are sexual beings that need information and skills for making healthy decisions about sexuality. One of these skills in the ability to be a sexual self-advocate. As defined by Green Mountain Self Advocates, Sexual Self Advocacy means: "Speaking up for yourself, sexually" "Getting information" "Taking a stand" "Saying to whomever - this is my choice" "Stating your sexual limits and desires with your partner, respecting others limits and desires "Starting to do what you want with relationships" During this workshop, self-advocates will learn what is sexual self-advocacy, explore ways you can become a sexual self-advocate, and practice speaking up for the right to be in a relationship and for your rights within a relationship. This workshop aligns with the 2019 conference theme, Building Diverse and Inclusive Communities, by providing self-advocates with knowledge and skills to have happy, healthy relationship. Having the skills to be in relationships enriches our lives and makes inclusion possible. Diversity is addressed in the definition of sexual self-advocacy through the appreciation of all sexual orientations and gender identities as well as supporting all people with disabilities to be thought of as sexual beings from birth to death. It will empower individuals with I/DD to know their rights regarding relationships and within a relationship. It is a human right to be in relationships that are positive, enriching and not abusive.

        Presenters
        avatar for Tia Nelis

        Tia Nelis

        Director of Policy & Advocacy, TASH
        Tia Nelis is the Director of Policy & Advocacy for TASH. She comes to TASH after serving as Self-Advocacy Specialist at the Rehabilitation Research and Training Center within the Institute on Disability and Human Development at University of Illinois at Chicago. She also is one of... Read More →


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Quail 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Coaches vs. Counselors: Parental Role in Intimate Relationships Between Adults with IDD
        Limited Capacity seats available

        Although there are vast benefits of experiencing healthy intimate relationships in adulthood (Beckes & Coan, 2011; Cacioppo & Patrick, 2008; Moos, 2003; Robles, 2014), adults with intellectual and developmental disabilities (IDD) are often denied these experiences (English et al., 2018; Fulford & Cobigo, 2018). This can often be due to restrictions placed on them from parents and other caregivers (Black & Kammes, 2019). However, these restrictions do not deter adults with ID from desiring intimate relationship experiences, leading to many of them engaging in secretive and often exploitative relationships (Black & Kammes, 2019; English et al., 2018). Despite this known pattern, there is still a gap in our understanding of the role parents/caregivers specifically play in their adult child's experiences of intimate relationships. This study used a systems theory and social model of disability approach to examine the role that parents/caregivers play in the creation and maintenance of intimate relationships for adults with IDD. This was done by asking parents who have an adult child with IDD, as well as a typically developing (TD) adult child, to compare their experiences between these two adult children. A mixed methods design including an online survey with 50 parents nationwide, as well as follow-up phone/video conferencing interviews with a subset of 20 parents was used. The findings of this study exhibit 5 main themes: 1) differing levels of parental involvement; 2) differing parental expectations; 3) differing parental roles; 4) parents as "gatekeepers" for intimate experiences of individuals with ID; and 5) barriers to romantic relationships for individuals with ID. This presentation will discuss the key findings of the current study and provide important implications of the study for adults with IDD, their parents/caregivers, and others who work with them. Further information on defining and working with couples with IDD will also be presented.

        Presenters
        avatar for Rebecca Kammes

        Rebecca Kammes

        Doctoral Candidate, Michigan State University


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Curriculum and Instruction for Secondary-Age Students with Severe Disabilities and Intensive Nursing Supports at School
        Limited Capacity seats available

        This presentation describes practitioner strategies for addressing curriculum and instruction for students with severe disabilities and intensive nursing supports at school. The information in this presentation aligns with the TASH theme, Building Diverse and Inclusive Communities, because it focuses on strategies to promote equity, opportunity, and inclusion for students who have severe disabilities and complex health care needs that require personal nursing supports at school. This population has historically been served in home-hospital, institutional settings, and self-contained classrooms. This problem persists to the present day. Students who require direct nursing care are frequently grouped in segregated settings to share a classroom nurse. And therefore, may be marginalized based on the complexity of their health support needs. The persistence of a medical-model in special education, particularly for this population, may result in educational programming characterized by caretaking versus curriculum and instruction based on high expectations. Advancing effective practices in curriculum and instruction for this population will promote this population's equitable access to learning and achievement. This presentation will address strategies for (a) collaborating with 1:1 nurses, (b) instruction during health care, and (c) balancing health care with curriculum and instruction in inclusive settings and activities. Participants will have opportunities to engage in the presentation through question and answers, and whole group discussion.

        Presenters

        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Inclusive Teacher Preparation: Experiences and Findings of an Educator Preparation Program
        Limited Capacity seats available

        This session focuses on transforming teacher education to reflect the skills, competencies and dispositions necessary for teachers to assume the role of inclusion specialist. We will describe results from an emergent evaluation of learning experiences designed to develop teaching and advocacy skills leading to agentic behaviors whereby special educators transform segregated services to inclusive systems change. We seek to identify and explain the process and critical influences of teachers' growth toward inclusion. The TASH Conference theme of "Building Diverse and Inclusive Communities" is addressed in this presentation by sharing our creative and innovative methods for teachers and teacher preparation professionals to combat the barriers to inclusion that persist in U.S. Schools. Participants will leave with creative ideas for promoting and engaging in agentic action towards inclusive practices.

        Presenters
        avatar for Jennifer Kurth

        Jennifer Kurth

        Associate Professor, University of Kansas
        Inclusive Education
        avatar for Kristin Lyon

        Kristin Lyon

        Research Associate, University of Kansas


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Perceptions of Participation: A Qualitative Case Study Exploring How a Student with Significant Disabilities Participates in an Inclusive Classroom
        Limited Capacity seats available

        This qualitative case study explores how a student with significant disabilities in the lower mainland of British Columbia participates an inclusive classroom, using The Canadian Model of Occupational Performance and Engagement (CMOP-E) as a theoretical framework. CMOP-E comes from the field of occupational therapy (OT) and offers a unique perspective on participation, by examining interactions between factors of the person, environment, and the activity (Polatajko, Townsend, & Craik, 2007). The purpose of this study was to further develop theory of school participation of students with significant disabilities and promote a shared understanding of participation between occupational therapists and educators. Results of this study suggest a student with significant disabilities participates in the social life of an inclusive classroom when they are part of a group and when their individual learning goals are woven into classroom activities and routines. When it comes to academic inclusion, a student with significant disabilities only participates in a restricted role, with little engagement in curricular content. Findings suggest that personal factors of the student (e.g., communication skills) facilitate participation, but also reveal that personal factors of all classroom members (e.g., values, skills, and role of the teacher and education assistant; student perceptions of participation) and how these factors interact with each other are more influential than the individual student factors alone. Results of this study support the need for further development of the relationship between OT and school participation and for continued research and development of collaborative practices between educators and specialists.

        Presenters

        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        School-community Partnerships: The Collaborative Practices of Special Educators Supporting Transition-aged Students
        Limited Capacity seats available

        Successful transition outcomes for youth with disabilities necessitate collaboration within and beyond the school system. Ideally, this collaboration entails a wide range of professionals across school systems, service systems, and communities coming together to contribute to transition planning, services, and supports as part of a "transition network." This session highlights findings from a mixed-methods study of 509 middle and high school special educators including (a) the characteristics of "transition networks," (b) what factors are associated with network size, and (c) educators' perspectives and experiences related to their transition networks. These findings have important implications for special educators, school administrators, and district staff.

        Presenters
        avatar for Erik Carter

        Erik Carter

        Professor, Vanderbilt University
        Erik Carter is Cornelius Vanderbilt Professor of Special Education at Vanderbilt University. His research and teaching focuses on evidence-based strategies for supporting inclusion, belonging, and valued roles in school, work, community, and congregational settings for children and... Read More →


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Using Dyadic Interviews to Include Adults with IDD and Their Siblings in Qualitative Research
        Limited Capacity seats available

        The perspectives of adults with intellectual and developmental disabilities (IDD) are needed to fill gaps in the literature and ensure that research about people with IDD is relevant to them. Siblings of adults with IDD assume a variety of advocacy and caregiving roles with respect to their brothers and sisters with IDD. Both perspectives are important to understand their relationship and factors that affect their interactions within diverse and inclusive communities. Previous sibling research has been based heavily on the perspectives of the siblings without IDD and their parents. Considerations in the research design and supports offered need to be identified to allow adults with IDD to meaningfully participate. Through a qualitative study with nine sibling pairs who ranged from 19 to 57 years old, we explored the use of dyadic interview methods and strategies to support the participation of adults with IDD in semi-structured interviews. The research design and supports used will be described as well as suggestions for future research including adults with IDD.


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        Visual Supports for ALL Students
        Limited Capacity seats available

        This presentation will incorporate developing an understanding of the working memory capacity for students of various ages, in order to support developing understanding as to why increased visuals should be used in every classroom to support challenging behavior and increased learning. Examples of many visuals will be shown as part of this presentation with opportunities for participants to determine how they can adapt these supports to their unique classroom structure.

        Presenters

        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        8:30am

        When the Rubber Hits the Road: Inclusion and Transition
        Limited Capacity seats available

        What do we know about creating a meaningful life after high school? The presenters discuss their personal and professional perspectives around transition for their sons who were successfully included during their school-aged years. Although both presenters hold doctorates in special education and have spent much of their professional lives teaching about and advocating for inclusive education, neither were prepared for the challenges faced as their sons left school and transitioned into the adult world. The presenters will discuss what they learned on their journey and provide recommendations for illuminating the path forward.

        Presenters
        avatar for Dina Traniello

        Dina Traniello

        Fitchburg State University
        Dina A. Traniello, Ed.D., is a consultant and visiting assistant professor at Fitchburg State University where she supervises teacher candidates and co-teaches several DESE grant-funded courses for school personnel.


        Saturday December 7, 2019 8:30am - 9:20am
        Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Communication for All: Building a Community of Support for Communication
        Limited Capacity seats available

        An important part of the work in building diverse and inclusive communities is ensuring that all members of a community are able to effectively communicate with each other and have access to the tools that will support their method(s) of communication. A broad perspective on communication moves beyond speech to encompass a variety of methods which might include augmentative/alternative communication (AAC), American Sign Language (ASL) and written communication where forms such as email and texting have become critical to social connection and community participation. This diversity in the way that people communicate requires that service providers also have a diversity of supports in place so that people have access to skilled communication partners, instruction in their preferred method of communication and access to any technology that is needed for communication. A panel of representatives from two developmental service agencies from Vermont will discuss steps that they have taken to improve support for communication across all levels of their organizations. Panel members will include an augmentative communication user who will discuss his work in advocacy, mentoring, and training within his agency and agency staff who will share ideas how to build a system of support for communication within a service provider organization.

        Presenters
        avatar for Pascal Cheng

        Pascal Cheng

        Education and Communication Specialist, Howard Center
        I currently work for the Howard Center in Burlington, Vermont as an educational and communication specialist, providing training and consultation in the areas of augmentative/alternative communication, assistive technology and literacy for children and adults with developmental disabilities... Read More →


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Hear Me Now: Reflections from a Participatory Action Research Project
        Limited Capacity seats available

        The purpose of this presentation is to provide an overview of the research and training Center on health and function participatory action research framework. Discussions about training and evaluation of the participatory action research component will be discussed.

        Presenters
        RC

        Richard Chapman

        Ph.D. Student, The University of South Florida


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Inclusion Model in the Elementary School Setting
        Limited Capacity seats available

        We have a very unique inclusion model where all our students with special needs are included in our larger classrooms. Irving's model of inclusive practices has enabled a significant number of our special education students to make amazing strides in their academic growth as well as blending among their peers socially. Our inclusion students work on grade level curriculum with interventions, accommodations, and modifications as necessary, narrowing the achievement gap between them and their age-appropriate peers. High expectations for students and a growth mindset at Irving ensure ALL students achieve at higher levels with rigorous curriculum. One of the ways we accomplish this is through our very active inclusive practices model for our students with diverse needs. Through this model, we provide a continuum of services to ensure every students' needs are met and support is given to each individual student. Our goal is to provide students with diverse needs the opportunity to learn with their age appropriate peers while being exposed to grade level curriculum. This helps to bridge the achievement gap and allow them more opportunities for success. Our inclusion staff works diligently to ensure our inclusion students are given the attention and support they require. As part of our model, all inclusion students spend as much time as is appropriate in the core curricular areas with their peers. This is accomplished by our inclusion teachers and instructional assistants facilitating and providing support in the larger classroom environment. They collaborate with teachers on a consistent basis to help plan and assist with modifications, materials, and accommodations. The unique needs of our inclusion students are also met during our interventions. Inclusion staff pushes into these interventions, using their specialized training and resources to work with small groups of students. Our inclusion model allows our inclusion staff to work with ALL students during interventions, not just students on IEPs. You will often see a mixed grouping of students with or without an IEP in our intervention groups facilitated by our inclusion staff. Sometimes our inclusion students are doing well on a particular skill and they fall into a higher group. This has been a huge benefit towards helping all students make more growth and has allowed us to rely on the expertise of our inclusion staff in recognizing students that may need referrals for further evaluation. Our Inclusion Center services those students who need targeted pull-out for specific academic skills. Students work with inclusion teachers and instructional assistants in small group settings to receive extra interventions and support for skills they are unable to master in the larger classroom setting. The amount of time spent in the Inclusion Center varies for each child depending on their needs and skills. We no longer have self-contained classrooms at Irving. It is amazing to walk into a classroom and see our inclusion students working right alongside their age appropriate peers. We are not only helping them to grow socially, but academically as well. Since the implementation of our inclusion model, our students have made outstanding growth and are performing grade level skills, some with accommodations or modifications. We have narrowed the achievement gap between them and their peers.


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Inclusion: Changing Minds, Building Capacity, and Intentional Planning
        Limited Capacity seats available

        Maryland Coalition for Inclusive Education (MCIE) has partnered with Calvert County Public School District (CCPSD) to make inclusive education a reality. This session will highlight several students from  demonstration schools , working to transform their practices to include all learners. Through their stories we will explain the process of systems change: capacity building at a district and school building level, data collection, professional development for faculty and staff, and intentional student planning. We will share an overview of planning tools we use to support students, teachers, and families. We will also share students' voices to demonstrate a growth mindset and teachers' voices to demonstrate the value of collaborative planning, scheduling, and flexible IEPs. MCIE and CCPS has focused on the partnership and building capacity model so that, as we continue on this journey together, inclusion moves from being a buzz word to a practice centered on relationships, membership and participation that is ingrained in the fabric of the school and community as the standard.

        Presenters

        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Interactions in Public Spaces During Community-based Instruction
        Limited Capacity seats available

        In education, the use of community-based instruction (CBI) is a recommended practice for learning skills that promote the ability of students with severe disabilities to participate more fully in their communities. While studies have investigated the effectiveness of CBI in acquiring and generalizing community skills, there is no research investigating students' interactions with others during CBI. This exploratory qualitative study was undertaken to understand how eight high school students with severe disabilities interacted with others (e.g., community members, peers, school staff) during CBI and how contextual factors (e.g., activity, setting, supports) influenced their interactions. Data were collected through observations of students during CBI, and interviews with special education teachers and paraprofessionals who delivered instruction. Findings indicated that students primarily interacted with others while (a) participating in instructional interactions, (b) getting their needs met, and (c) engaging in social exchanges. Type of activity, previous exposure to setting, and availability of supports served to promote or hinder interactions.

        Presenters
        avatar for Stacy Dymond

        Stacy Dymond

        Professor, University of Illinois
        Department of Special Education


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Quantity and Quality of Research on Physical Activity for Learners with Significant Disabilities in Schools
        Limited Capacity seats available

        This systematic review identified quantity and quality of intervention research targeting increases in physical activity (PA) skills and access for students with significant disabilities (SD) in schools for a 20 year time period. Eligible studies were evaluated according to What Works Clearinghouse and Horner et al. (2005) quality indicators. Finally, interventions from eligible studies were evaluated for evidence based practice designation. This research aligns with the conference theme because the documented health disparities faced by people with SD are one of many examples of inequities between this population and those who are typically developing. It is therefore important to identify promising interventions to address exercise habits and improve health and well-being beginning in childhood for those with SD.

        Presenters
        BG

        Brianna Grumstrup

        Doctoral Student, University of Nevada, Reno


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Reporting Present Levels of Performance: Narratives and their Consequences for Students with Significant Support Needs
        Limited Capacity seats available

        The IEP process is a social forum in which teams of professionals make decisions in relation to individual students with disabilities. However, as Brantlinger (1997) described, "Disability is a social construct that can be illogical, damaging, and imbued with others "vested interests"" (p. 431). In the current study, we examine how disabilities are constructed in the IEP. We present our analysis of the statements of present level of functional and academic performance (PLFAAP) in 88 IEPs of students with significant support needs in order to understand the assumptions of team members as they construct IEPs and justify their decisions.

        Presenters
        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 Katie McCabe

        Katie McCabe

        University of Wisconsin-Madison


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Stakeholder's Perceptions of Best Practices Supporting the Transition Process
        Limited Capacity seats available

        Quality and collaborative transition plans for students with significant support needs has emerged as an area requiring continued improvement. This qualitative research study sought to understand how the current process of transition planning was implemented for students with significant support needs from the perspectives of current stakeholders working through the transition process. This presentation shares our findings, provides recommendations for use of best practices, and includes recommendations and resources to assist in creating meaningful plans for youths with significant support needs as they seek to transition to greater inclusive communities.


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Supporting Self-Determination and Employment through Supported Decision-Making
        Limited Capacity seats available

        Compared to youth without disabilities, integrated employment is lower for youth and young adults with intellectual and developmental disabilities. In DC and Missouri, too many young people with disabilities still graduate from high school into a Day Program rather than college or a job and leave school with guardians, limiting their ability to make decisions about their lives just as they are entering adulthood. Missouri and DC are uniquely situated, in that each state has received two multi-year grants from the Administration on Community living and braided our strategies for success: Partnership in Employment Systems Change Project of National Significance grant and the National Supporting Families of People with Developmental Disabilities across the Lifespan Community of Practice (CoP). Through these grants, the states have established cross-agency relationships, and are implementing policy and program improvements, and transforming systems to support self-determination and increase integrated employment. This has required deep partnership with self-advocates, families, the UCEDD, the state developmental disabilities and vocational rehabilitation systems, the DD Council, and other community and government partners to raise expectations and transform our service systems. DC and Missouri are two of the initial 6 states to participate in the Supporting Families CoP, which involves collaborations at all levels to develop systems of support for families throughout the lifespan of their family member with intellectual and developmental disabilities (I/DD). The overall goal of supporting families, with all of their complexity strengths and unique abilities is so they can best support, nurture, love and facilitate opportunities for the achievement of self-determination, interdependence, productivity, integration, and inclusion in all facets of community life for their family members. This movement now involves seventeen states, with varying levels of involvements of UCEDDs. Both DC and MO have involved their UCEDDs from the inception of this initiative, with the UMKC UCEDD leading this national effort. Missouri and DC have leverage grant funding to support systems change, using the learning from the National Supporting Families of People with Developmental Disabilities Across the Lifespan CoP and the National Supported-Decision Making CoP, along with strong cross-agency and community-based partnerships to promote systems change that supports self-determination and competitive integrated employment. Key to this work is raising up the voices of self-advocates and their families, of all cultures, so that as we reform our systems we are guided by their experiences, challenges, and vision for a good life for themselves and their families. Families can be our greatest cheerleaders for person-centered and employment first systems change and our strongest advocates, or they can be barriers to systems change. In both DC and Missouri, as we undertook reforms to our developmental disabilities systems, we worked closely with the people we support and their families, using the LifeCourse framework and person-centered thinking to reframe vision of what success looks like at the individual and systems level and build a shared responsibility for systems change. One of the areas identified by self-advocates and family members in both states was the need to limit guardianship and return decision-making to the hands of people with disabilities, supported by their families. At the same time, self-advocates were demanding that the states do better at supporting them to achieve competitive integrated employment. Working closely with self-advocates and parents and with supports from national subject matter experts through the National Resource Center on Supported Decision-Making and the National Supporting Families CoP at UMKC, DC and Missouri have partnered with and supported self-advocates and families in successful systems change initiatives. In this session you will hear the national perspective on what s happening around the country to launch and grow supported decision-making and promote self-determination, inclusion, and competitive integrated employment; a discussion of how this is working in Missouri and DC; and a deep dive with a self-advocate and family members about how supported decision-making works in practice and some of the lessons learned. We will share promising practices at the individual and systems level and describe how various partners can help support self-advocates and family members to lead change. Panelists will share successes in engaging self-advocates and families to not only help them envision and plan a good life for themselves and their children, but also to better inform state systems changes through deep engagement with families and to successfully advocate for those changes. This session will conclude with an interactive question and answer panel discussing how to apply lessons learned in their own state.

        Presenters

        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Transitioning to Independence; Community Style
        Limited Capacity seats available

        I'm graduating, now what? The transition from educational services to adulthood can be a challenging time for some people as daily life evolves and known structure and connections can be lost. This is a very important stage in one's life and is a critical time to build confidence and connections to their broader community. Learn how individuals within a Wisconsin community identified gaps and then worked collaboratively together to shape opportunities that have resulted in inclusive and quality lives for young adults. In this session, you will hear from Inclusa, Wisconsin's largest managed long-term care organization, a local YMCA, and a self-advocate who will share their story on how, in one community, they were able to co-create a space for individuals to build from each other's strengths and experiences, ultimately resulting in building one's own social capital. This collaboration began almost 6 years ago and has now evolved into two community groups supported by self-advocates (PINC - Partners in Nurturing Communities and TIL - Transitioning to Independent Lives). Based on these opportunities, many young adults have worked together to grow individual confidence in social situations and form new connections and relationships within their community.


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Wearable Technology Informs More Empathetic and UDL-Focused Inclusive Practices
        Limited Capacity seats available

        Wearable technology has the power to change the way we view student behavior overnight. Objective monitoring of heart rate, sleep, temperature, and movement can show us patterns of stress that may not be visibly evident and may negate assumptions previously made about a student s challenging behavior. To support the TASH theme of Building Diverse and Inclusive Communities, we used wearable technology and trained staff to first be aware of how student regulation or dysregulation may impact successful inclusion. Many diverse students, but especially students with disabilities, may have a history of exposure to previous trauma, culturally unresponsive practices, and curriculum inaccessibility. A calm student can learn, a stressed student cannot. By actively monitoring and noticing trends educators learn to look for reasons a student may be dysregulated, and then ask themselves,  How can I help this student feel safe and successful in my environment? Empowering educators with wearable technology data not only encourages more empathetic responses but also solidifies the urgent need for better UDL implementation.

        Presenters
        avatar for Cynthia Blasko

        Cynthia Blasko

        Co-founder, Connections through Communication


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Who's Driving the Car and do the Driver and Passengers Know Where They are Going?
        Limited Capacity seats available

        In order to get anywhere we need to know where we are going and how to get there. Unfortunately, the right person is not always driving. The driver, the person who is providing the direction on where to go should be the person who is determining the destination. However, too often the passengers are driving the car and they take over and determine the destination. Over the past two years TLC, a Kent, WA non-profit, has been looking at why and how this happens and how do we change it. One of the main issues is the lack of understanding and buy in to the journey. While the person receiving support is clear about what they want, the supporter is not understanding the roadmap and what role they play in the support. We will share how technology, understanding how people learn and ensuring buy in will change how people take charge of their lives and how the people who provide support are able to support the goals. We will share the tools we have created with people we support and video interviews with the support persons describing the difference it has made. While it is still a work in progress we are seeing changes in who is driving the car and where the car goes.

        Presenters
        avatar for Jenny Lengyel

        Jenny Lengyel

        Executive Director, Total Living Concept
        I am a fun, passionate and friendly person. I believe in and fight for Social Justice and the rights of all human beings.I have 2 full time jobs that I love, being a mom and and Executive Director of an amazing non-profit in Kent, Washington. I can bend your ear for hours about either... Read More →


        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        9:35am

        Why Voting Is Important To Me
        Limited Capacity seats available

        Why voting is important to me is because I was unable to vote independently and privately the first 40 years of my voting experience. Now because of the Help America Vote Act, I can vote independently and privately and have done so since 2010.

        Presenters

        Saturday December 7, 2019 9:35am - 10:25am
        Meeting Room: Quail 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Benefits of Elementary Student Involvement in the IEP Meeting
        Limited Capacity seats available

        Student involvement in Individualized Education Program (IEP) meetings are recognized as part of the Individuals with Disabilities Education Act (IDEA), however, student involvement in educational planning often does not occur until the age of transition, if it happens at all. Although there is research documenting the importance of student participation in IEP meetings, there is a gap in research focused on how families are impacted. There are no studies specific to students who are deafblind. The purpose of this presentation is to explore elementary student involvement in educational planning as an auto-ethnographic case study, specifically focused on how early student involvement in educational planning can improve collaboration within the IEP team. The presenter is a parent of two children who are deafblind. She will discuss her personal experiences of involving her children in their IEP meetings at a young age and will discuss findings from the case study of her elementary son's IEP team. Case study data collection involved interviews, observations, and document review. IEP team members (including the student and other family members) were interviewed about their IEP meeting experiences. The study involved observations of the 10-year-old student's IEP meeting and review of IEP related documents. This study is unique because the researcher, as a parent was also a participant in the case study. Presentation of the case study results will be presented from the family perspective.


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Campus Connect: Dual Enrollment Post-Secondary Education for Students with Autism & Intellectual Disabilities, an example from Madison College in WI
        Limited Capacity seats available

        Campus Connect is a dual enrollment program in Madison, Wisconsin at Madison Area Technical College for students with intellectual disabilities (ID) and autism. The program is a coordination between the Madison Metro School District and Madison Area Technical College with 40 students. Campus Connect is a fully inclusive college program for students with disabilities seeking both non-degree certification and 2 year degree certificates. Learn about the Madison WI school district and Madison Area Technical College partnership and development of the program, and how to increase college opportunities for students with disabilities between 18-21 years old in high school transition programs.

        Presenters
        avatar for Eric Hartz

        Eric Hartz

        Post Secondary Coordinator, Madison Metro School District
        Dr. Hartz is the Coordinator and lead teacher for the Campus Connect Program for the Madison Metro School District. Campus Connect is a dual enrollment program at Madison College for students with disabilities who require beyond reasonable accommodations in college. He has been specializing... Read More →


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Capacity Building for Inclusion in Day and Overnight Camps
        Limited Capacity seats available

        Keshet is a national leader in facilitating inclusive camping opportunities where campers with disabilities participate to the greatest possible extent in the full camp experience. Campers with and without disabilities do all camp activities together, eat together and, at overnight camp, live together. With Keshet support, kids, teens and young adults with disabilities thrive at day and overnight camps. Whether learning a new swim stroke or participating in a talent show, camp provides the ideal setting for campers to grow, learn, socialize and of course, have fun. Keshet at camp sets the stage for lifelong memories and friendships. Learn how to create an inclusive environment from registration and training staff to adapting activities and schedules.

        Presenters
        avatar for Jennifer Phillips

        Jennifer Phillips

        Keshet Director of Recreation and Camp Chi Inclusion Coordinator, Keshet
        Jennifer Phillips is an accomplished special education professional with more then 25 years in the field. She has extensive experience as an administrator, trainer, consultant and direct service provider. Her current position is the Director of Recreation and Programming at Keshet... Read More →


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Comparing Instructional Strategies Teaching Individuals with Intellectual Disabilities Time Management Skills
        Limited Capacity seats available

        An adapted alternating treatment design will be used to examine the effects of two instructional strategies used to teach time management skills with students with intellectual disability. In additions to instructional strategies, effects of smart technology will also be examined. Results of the study will be discussed as well as future implications. Perceptions of society may change as individuals with intellectual disability become more independent. As time management skills improve, self-determination may increase across home, work, and school settings.

        Presenters
        avatar for Karl Wennerlind

        Karl Wennerlind

        Associate Director, Project FOCUS at UNLV


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        How to Connect Peer Mentorship and Transition Service in Special Education
        Limited Capacity seats available

        Transitions have been improved by partnering students with and without disabilities in reciprocal learning relationships at Empire High in Tucson, Arizona. The use of peer mentorship has demonstrated successful outcomes in post K-12 education and employment for all students involved. Learn how one school has redefined norms in inclusive education by using peer mentorship from video interviews with peer mentors (including students with extensive support needs) and educators.

        Presenters
        avatar for Sarah Robison

        Sarah Robison

        Doctoral Candidate, University of Arizona
        First year doctoral candidate at the University of Arizona. Majoring in Applied Behavioral Analysis and minoring in Severe & Multiple Disabilities. Very passionate about inclusion, peer mentoring and transition.


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Inclusion Across the Lifespan and Community Impact: Everyone Wins!
        Limited Capacity seats available

        Young people with disabilities who are included in their schools and communities alongside their nondisabled peers are more likely to lead inclusive lives as adults. As family members and allies of the disability community, we believe it is our obligation to foster an inclusive mindset and expectation within our society. Our presentation will discuss what inclusion looks like from infancy to adulthood, with a special emphasis on the inclusion of social roles, behaviors, personality, the value of high expectations, wants and needs, the importance of expecting and including the WHOLE person in decision-making, teaching, and caregiving, and how this all affects people with disabilities, their communities, and vice versa.

        Presenters
        avatar for Adiba Nelson

        Adiba Nelson

        Founder/President, RocketChair Productions
        avatar for Raquel Rosa

        Raquel Rosa

        Consultant, TASH
        Raquel is the eldest sibling of a young man who has cerebral palsy. Her career as an advocate for disability justice began 16 years ago, providing direct supports to adults with intellectual and developmental disabilities. In 2010, she co-founded a Washington, DC-based social/support... Read More →


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Keeping Free Choice Inclusive: Structuring Free Choice Time
        Limited Capacity seats available

        This presentation highlights the challenges that can be associated in implementing free choice activities in inclusive settings for young children with autism if providers are not focused on ensuring children remain actively engaged and making choices. As we work to develop high quality early learning experiences for young children with autism, providers must ensure that the time spent in inclusive settings provides intensive and targeted intervention based on the child s unique learning needs. The presenters will provide specific strategies to ensure the children are engaged in meaningful learning activities while maximizing the student directed learning opportunities of free choice time.

        Presenters

        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Shifting Roles During Transition-Who's in the Driver's Seat?
        Limited Capacity seats available

        Self-determination means finding and using your voice to lead your own life, no matter how you communicate. Becoming self-determined is essential for all transitioning youth, however it can be difficult to achieve if the adults involved remain in the same caretaker and decision-maker roles they've played since the children were younger. It's important that parents learn to adapt their roles and shift to being supporters of autonomy, empowerment and inclusion. Come to this session to hear a self-advocate's and two parents' personal stories and lessons learned on their transition journeys. Presenters will also share innovative ideas and strategies from their transition work with families and youth with disabilities at the parent training and information centers (PTIs) in Colorado and Arizona.

        Presenters

        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Supporting Agencies and Systems to Dream!
        Limited Capacity seats available

        Within human services, much emphasis has been placed on offering people served by the system opportunities to dream, to create their future, and to be persistent in pursuits of happiness and fulfillment, And rightfully so, but what support is offered to direct supporters, managers and directors to engage in similar conversations regarding their organizational and system directions? Often, this is a missed opportunity to engage in inclusive dialogue regarding the future of our work. Over the past 25+ years, the team at Networks for Training and Development, Inc. has facilitated well over 100 strategic plans for agencies, systems, and many other groups. This session will highlight the highly interactive and exciting process of working with large groups, and encouraging them to dream big!


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        Universal Design for Learning (UDL): Access & Agency for ALL Learners
        Limited Capacity seats available

        Universal Design for Learning (UDL) is a framework for learning based on neuroscience research that recognizes the ways ALL learners vary in how they engage with the world, how they make meaning of it, and how they interact with ideas, materials and each other. The framework scaffolds educators to anticipate and pro-actively design for this learner variability. UDL isn't about changing the learner; it's about changing the curriculum. It's about access --- designing so all learners can "reach" the learning, and it's about agency -- designing so all learners become expert learners --- purposeful and motivated, strategic and goal-directed, resourceful and knowledgeable. The overall goal of this session is to provide participants with an understanding of UDL that is solid enough to serve as a foundation for continued learning. (And we will have fun---a few good laughs are guaranteed.)

        Presenters
        avatar for Susan Shapiro

        Susan Shapiro

        Implementation Specialist, CAST
        The last time I presented at TASH was about twenty-five (25) years ago. My session was titled, "What HOT in Regular Education". I talked with special educators about what was happening in general education classrooms (e.g. cooperative learning, writer's workshop). I'm not the world's... Read More →


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        What Does It Take to Prepare Teachers for Inclusive Practices?
        Limited Capacity seats available

        Research findings demonstrate that general education (inclusive) classrooms provide the best context for learning (Jackson, Ryndak and White, 2013) for students with significant disabilities. To build diverse and inclusive communities, Delano, Perner and Keefe (2008/2009) recommend that teacher preparation programs shape teacher candidates' philosophies, dispositions, practice, and skills with a focus on access to the general curriculum in inclusive contexts. The purpose of this research was to understand how faculty focusing on special education for students with significant disabilities prepare teachers to provide special education services in inclusive settings. Study participants were expert faculty from Institutes of Higher Education (IHEs) in the US who prepared teachers to work with students with significant disabilities in inclusive, general education contexts. We conducted a Delphi study (Hsu and Sandford, 2007) to gather consensus on best practices in teacher preparation to include students with significant disabilities. Iterative survey results and implications for research, practice and policy will be shared.

        Presenters
        avatar for Jennifer Kurth

        Jennifer Kurth

        Associate Professor, University of Kansas
        Inclusive Education
        avatar for Virginia Walker

        Virginia Walker

        Assistant Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte
        Virginia L. Walker, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte. Dr. Walker began her career as a special education teacher of students with low incidence disabilities in Atlanta... Read More →


        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        10:45am

        What Matters and Why: Stakeholder Voices to Improve Communication Intervention
        Limited Capacity seats available

        Although substantial strides have been made to develop effective interventions to improve outcomes for children and youth who have complex communication needs (i.e., unable to use verbal speech to meet daily communication needs), a well-documented research-to-practice gap remains. A number of different factors influence this research-to-practice gap, with issues related to social validity likely being among the most important. Social validity involves the significance of intervention goals, acceptability of procedures, and impact of outcomes, as perceived by key stakeholders' such as parents and family members, educators, service providers, and children themselves. To bridge the research-to-practice gap and ensure that interventions are both effective and socially valid (e.g., acceptable, significant), concerted efforts must be made to understand and address the perspectives of diverse stakeholders. Doing so can increase the likelihood that research-based interventions actually make a sustained and meaningful impact on the lives of children and youth in real schools and communities. In this presentation, we will share the aim, method, findings, and implications from research focused on engaging diverse stakeholders to understand their perspectives on the significance, acceptability, and impact of interventions for children and youth with complex communication needs. Our work directly relates to this year's theme "Building Diverse and Inclusive Communities" because we recognize that developing and implementing interventions that actually make an impact on children's communication access, opportunity to thrive, and inclusion in their schools and communities must include input from the unique perspectives and experiences of diverse stakeholders.

        Presenters

        Saturday December 7, 2019 10:45am - 11:35am
        Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        12:00pm

        Membership Luncheon & Awards Ceremony
        TASH's annual Membership Luncheon & Awards Ceremony is open to all current TASH members only. Not a member? Stop by our membership table in the Akimel Foyer today.

        This year's awards include:

        • TASH Ambassador Award
        • TASH Chapter Awards
        • Poster Presentation Awards
        • Early Career Researcher Award
        • Positive Behavior Support Award
        • Alice H. Hayden Emerging Leader Award
        • June Downing Award
        • Larry Brumond Award
        • Mark Gold Award
        • Barbara R. Trader Leadership Award
        • Ralph Edwards Diversity and Social Impact Award
        • Lifetime Achievement Award

        Moderators
        avatar for Ruthie-Marie Beckwith

        Ruthie-Marie Beckwith

        Executive Director, TASH
        Ruthie-Marie Beckwith, Ph.D. is the Executive Director at TASH, a non-profit that advocates for human rights and inclusion for people with significant disabilities. She is a national consultant who helps people with disabilities develop and implement strategies for greater autonomy... Read More →
        avatar for Ruby Moore

        Ruby Moore

        Executive Director, Georgia Advocacy Office
        Ruby Moore is the Executive Director of the Georgia Advocacy Office, the designated Protection and Advocacy System for People with Disabilities in Georgia. Moore is nationally known for her work in the disability field over the past 40 years, particularly in the areas of employment... Read More →

        Saturday December 7, 2019 12:00pm - 1:00pm
        Akimel Ballroom 3 and 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

        1:09pm

        About Breakout Sessions
        Breakout Presentations are delivered in assigned meeting rooms for 50 minutes.

          Saturday December 7, 2019 1:09pm - 4:10pm
          Sheraton Grand at Wild Horse Pass 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          A Systematic Review of Employers' Perspectives of Employed Individuals with IDD
          Limited Capacity seats available

          Researchers have shown high rates of un- and under-employment among individuals with intellectual and developmental disabilities (IDD), including those with autism spectrum disorder (ASD) and intellectual disability (ID). For instance, 26.3% of individuals with ID (Kraus et al., 2018) and 14% of individuals with ASD (Roux et al., 2017) were competitively employed relative to 68.6% of individuals without IDD in 2016. While intervention has historically occurred at the individual level by promoting job skills, we believe to improve sustainable employment outcomes, it is imperative to take an ecological systems approach by intervening from both demand-side (employer) and supply-side (employee). That is, employers can play a significant role in creating change to support a more cohesive, diverse, and inclusive community for employees with IDD. In order to provide employment opportunities for people with IDD, we must better understand how we can support employers' perspectives and knowledge. As such, the purpose of this systematic review was to aggregate studies which addressed the perspectives of employers on individuals with IDD working in integrated employments settings. With this information, we will provide an overall picture of the employers' perspectives literature and will summarize outcomes of the studies. Implications for future practice and research will be included.

          Presenters
          avatar for Lindsay Athamanah

          Lindsay Athamanah

          MSU-DOCTRID Hegarty Fellow, Michigan State University


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Coyote 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Bathroom Privacy IS Exclusive
          Limited Capacity seats available

          The presentation will provide a framework of how an idea went through the legislative process and became law. In February of 2019, a grassroots movement was born in Arizona when stories of having to change individuals with disabilities on the floors of public bathrooms were shared. Many families and providers opt to stay at home, isolating themselves from their communities, rather than endure such degrading and unclean options for their bathroom needs. A solution could be to have a changing table that is appropriate for all sizes in a bathroom that follows ADA guidelines for access and is also open for use by all genders. A core leadership formed, to take on this issue of lack of inclusion in the community due to the inequality of privacy and dignity in a bathroom at the state legislative level. Even though the disability community is the largest minority population in the U.S., once again their human and civil rights are ignored at the utmost basic level due to a body function that every human being experiences, eliminating waste. The presentation, Bathroom privacy IS exclusive intersects with the theme at TASH for 2019 on all aspects. By sharing the methods the leadership used to lead this grassroots movement and get a law passed, those attending our presentation can go back to their communities and follow the shared model. Agents for change can be born who will return to their cities and towns and push for full inclusion and participation for individuals with disabilities in their communities. Our presentation will show how through advocacy efforts, those with disabilities will not be treated as second rate citizens any longer and will not be discriminated against while in the bathroom. Privacy and dignity should be afforded to all individuals using a restroom in the community, by requiring universal changing areas.


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Building an Evidence Base in the Field of Deafblindness
          Limited Capacity seats available

          This session will describe the existing literature in the field of deafblindness and the importance of conducting further high-quality research to identify evidence-based practices (EBPs). There is little current, well-developed research that meets requirements of quality research designs as specified by the What Works Clearinghouse for this population, which has led to the use of instructional strategies with limited empirical support with children with the most intensive support needs for participation in all activities and settings. Three distinct studies focused on children with impairments in both vision and hearing were conducted to build the research base informing practice in the field of deafblindness. Results and methodological considerations will be presented for this group of three studies. Implications for practice and future research will be discussed, with attention to how implementation of EBPs help build diverse and inclusive communities by increasing the effectiveness and efficiency with which skills required for full school and community participation are taught.


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Courtney's Story Begins with Home
          Limited Capacity seats available

          Courtney is a young woman who belongs to a real community of friends and family in her town in rural Maine. Her connections are not accidental, but the result of intentional and consistent efforts by her family and supporters. In this presentation, Courtney's Mom will share how building community with her daughter started shortly after birth and continues every day. Community is not a location, or a place for an outing. Community is a fellowship of people connected by interests, passions, attitudes, and goals.

          Presenters
          avatar for Laurie Kimball

          Laurie Kimball

          Director, KFI South, KFI
          Laurie has made a career of facilitating support for people with disabilities to live real lives and participate in socially valued lifestyles in their communities. Laurie's passions are for positive approaches to challenging behavior, person centered services and building community... Read More →


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Developing an Effective Peer Mentor Program in an Inclusive College Setting
          Limited Capacity seats available

          The primary outcome goals of inclusive postsecondary education (IPSE) programs for individuals with IDD include increasing independence (including greater economic success and self-sufficiency), community and employment inclusion, and self-determination skills. Programs set up for student success in an inclusive academic and community setting show that students with IDD benefit from supportive peer mentors (Bloomberg & Daly, 2009). The primary goal of this early stages IPSE program was to set up and implement an effective peer mentor recruitment and training system to support academic and social success for college students with IDD. Successful peer mentoring programs need to include the development and implementation of several key components: a) orientations and faculty training, b) communication systems across stakeholders, c) equal-partnership mentoring, d) high expectations, e) faculty using mentors as resources and finding natural supports in the classroom, f) promoting independence, g) focusing on inclusion, and h) having fun and socializing (Jones & Gobble, 2012). In order to provide these key components, program faculty completed a literature review on successful peer mentoring/tutoring programs. This information was then used to develop a framework for the peer tutoring program. The next step was to develop a systematic program for recruiting and funding quality peer tutors/coaches to aid in academic inclusion in academic courses, as well as volunteer peer mentors to improve social inclusion. Finally, a research-based training program for academic peer tutors and social peer mentors was developed and implemented. The quality and effectiveness of the recruitment and training program was reviewed and evaluated based on participant survey/interview responses, number of successfully implemented training sessions, and program students' responses to the peer tutor/mentor experience based on survey and open-ended interview questions. During the session, program students and peer mentors will share their perspectives on the process. Program staff will share findings of the process as well as next steps.

          Presenters
          avatar for Stephanie Devine

          Stephanie Devine

          Assistant Professor, Georgia Southern University


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Family Working Together for Inclusion Through Advocacy
          Limited Capacity seats available

          We will be presenting Alexandra Adlawan, a twenty-five-year-old woman diagnosed with ASD and her family support system. When building anything, it is very important to have a diverse sustainable and adaptable base that will provide solid support. Alexandra Adlawan is an artist/writer/illustrator and animator. As a principal in a family run business, Amazing Artists LLC, she has written and illustrated two children's books in her  THE ADVENTURES OF MADDIE AND ALBERT series, as well as, written/illustrated/directed and voiced her  INCLUSION animation video. Alexandra focuses on sharing her art with young children in her community of Long Beach, California. She recently shared her books with 200+ children from K-2 at Cubberley Elementary during Autism Week focusing on  Celebrating Differences . Alexandra has been invited to participate with Long Beach Unified School District during the 2019-2020 school year with more events across the district as LBUSD focus on Inclusion initiative similar to NYC Public Schools Nest Program. Our presentation will share our family's journey from diagnosis to today. Together we are creating an environment where the focus is on achievement and not  the disability. We will be presenting written as well as audio/video material.

          Presenters
          FA

          Floyd Adlawan

          Alexandra Adlawan, Alex for short, is a Long Beach, CA resident who began drawing characters and creating stories in 5th grade. At Gatsby Books in Long Beach, the Millikan High School graduate celebrated the debut of her first children’s book entitled “Wild Imagination: The Adventures... Read More →


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Functional Skills in the 21st Century: A Conversation
          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?

          Presenters
          avatar for Andrea Ruppar

          Andrea Ruppar

          University of Wisconsin-Madison
          avatar for Jennifer Kurth

          Jennifer Kurth

          Associate Professor, University of Kansas
          Inclusive Education


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Having Fun While Enjoying Inclusive Education, Supported Living and Employment
          Limited Capacity seats available

          Too often people like me, autistic and non-verbal, are excluded from fun experiences. Whether it is in school, at home, or on the job, with proper supports, we can and should be given the opportunity to participate in recreational and leisure activities. With still photography and videos, I will demonstrate how I have been able to enjoy life. I am no longer a student, but I will talk about the fun things I did while in college, for example, going to museums, the race track and Las Vegas. I will also show pictures from cruises I went on and a trip to Cuba. Because I live in my own house, I am able to plan leisure activities in the community. I always like to land on my feet, so I am never going to swim for fun. I also have arthritis and poor balance so sports are out of the question; however, I can enjoy short hikes, going to the beach, movies, the theater, clubs, Dodger games and Disneyland. My microenterprise gives me the opportunity to enjoy spending time with Becky, my micro-enterprise consultant, and Michelle, my job coach. Relationships like that are extremely awesome. I will talk about what supports are needed to make all of these experiences happen.

          Presenters
          avatar for Sue Rubin

          Sue Rubin

          CEO, Sue Rubin Consulting
          Sue Rubin, owner and CEO of Sue Rubin Consulting provides autism-related presentations and consultation for a variety of audiences.  Sue is a graduate of Whittier College, a published author, has been the subject of two public television documentaries along with authoring and being... Read More →
          avatar for Rita Rubin

          Rita Rubin

          Besides being Sue's mom, I was on the Board of our local chapter of the Autism Society for 30 years, 14 as President.and also served on several other Boards re: disabilities. I am a "Master Trainer" of Facilitated Communication and serve on the Board of REACH.


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Inclusive Post Secondary Education: The Longing to Belong in Higher Education
          Limited Capacity seats available

          This session will discuss how an inclusive post secondary initiative built capacity for inclusion, natural supports and belonging on a college campus. By sharing experiences and stories we will provide insights on how to enhance the capacity of campus communities to create inclusive campus communities where students develop a sense of belonging that contributes to their success in college and beyond. Belonging is a critical and basic human need that we often take for granted. It is imperative to the development of one's independence, self-advocacy, participation, and the development of a sense of purpose in life.

          Presenters

          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Letting Grow: Parent Involvement Strategies for Transition Sucess
          Limited Capacity seats available

          It is widely recognized that while the parent role changes, it does not end, and effective ongoing family engagement leads to more positive post-school outcomes for youth with significant disabilities. Balancing the need for parents to be appropriately involved while promoting the youth' s self-determination and independence often poses challenges for families as well as programs and service providers. In this interactive session presented from the parent point of view, participants will hear parent-to-parent tips for transitioning from IEP team member and lead advocate to a supporting, yet vital role as the parent of a young adult. Learn about effective parent involvement practices and explore age-and-stage appropriate ways to encourage young adults' growth in autonomy and self-determination.

          Presenters

          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Preschool Inclusion: Small Wins
          Limited Capacity seats available

          In states where preschool is not funded, schools must overcome enormous odds to offer inclusive placements for their children with disabilities. This presentation will share the data around inclusion for the state of Arizona, its efforts to bring awareness of the benefits of offering inclusive programming within its schools and districts, and ultimately some of the successes it is currently experiencing. Representatives from schools, programs and State Dept. of Ed., will share insights and tips that have improved opportunities for children and families.


          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          Research that Empowers People with Disabilities
          Limited Capacity seats available

          This research uses narrative methodology through a disability studies lens by utilizing the voices of adults on the autism spectrum in order to best understand their needs and desires as they transition to adulthood. The current academic literature uses the medical model of disability to emphasize the perceived deficits in skill acquisition that are hindering adults diagnosed with Autism Spectrum Disorder (ASD) to successfully take part in many aspects of adulthood. This research uses the social construct of disability to offer a different perspective on the needs, supports, and services for adults on the spectrum as they transition into adulthood. It demonstrates the role that society plays in perpetuating a disability and offers insights on how we can better adapt to different needs, rather than putting the burden of responsibility on the person with ASD. Furthermore, this presentation will focus on the process and procedures of research practices that ensure that the most important stakeholders, those with disabilities, have their voices heard. This research is co-constructed by the researcher and research participant, with the researcher spending several years to gain the research participant's trust and learn his story.

          Presenters

          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          1:10pm

          The Conundrum of a Lost But Not Forgotten Communicative Method
          Limited Capacity seats available

          While the use of facilitated communication grows, there is minimal research of the method being done. Past research has leaned towards  disclaiming the method, yet the practice of the method persists. The question of why the practice continues, and what can be done about this quandary is explored in this workshop. Guided by documents including emails, presentations, and unpublished research, the workshop aims to implement an unobstructed discussion of this conundrum. This method is the only means of communication for some, and is too often swept under the rug. If this discussion cannot be held at TASH, the question is, where can it be held? The discussion will be guided by four questions; 1. What prior experiences have researchers in this area had? 2. What outcomes can newer researchers expect from work in this area? 3. If freedom of research is stifled, how does society expect to grow? 4. Where can users of the method turn to learn best practice, be accepted, and grow in skill?

          Presenters

          Saturday December 7, 2019 1:10pm - 1:50pm
          Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          Everybody's Invited - Inclusion in Afterschool Programs and Summer Camp
          Limited Capacity seats available

          Inclusion does not end with the school day. Children want to participate and be included in recreation programs, and their families want to be a part of the general community. This includes summer camp, afterschool programs, and so much more. We will be sharing our experience in transforming our programs into inclusive settings and making them work for all families. What started as a summer camp pilot program is now spreading throughout our community center. We have built a fully inclusive camp experience for all families and now offer inclusion supports for our afterschool program. The word is out and the families want in - in on the fun, in on the unique experiences camp and afterschool provide, and in on the memories of their children being included.

          Presenters

          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Deer 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          Fostering Friendships for All Abilities in All Activities
          Limited Capacity seats available

          Building a Diverse and Inclusive Community is an on-going mission across the country, especially when it comes to individuals with developmental disabilities. The TIES Program was created for this reason. By providing support to individuals who have developmental disabilities with the natural support of a trained peer volunteer, our society is recognizing the importance of inclusion. TIES (Together Including Every Student), a program of Starbridge, promotes the participation of students and young adults who have developmental disabilities in inclusive, organized, extracurricular and community activities, with the support of trained peer volunteers. TIES volunteers provide natural support to TIES participants during these activities, and in return, are rewarded in knowing they are making a difference in someone s life while creating community and having the opportunity to enjoy an activity with someone that they may have not had the opportunity previously. Peer volunteers are students in grades 8-12. After completing an application, volunteers go through a training and then are paired with participants based on mutual interests, personal attributes and availability. Participants are children and young adults between the ages of 8-21 who have developmental disabilities. Participants can join any activities of their choice with the natural support of a peer volunteer They can join clubs and athletic events at their school, school dances and proms, activities at their Parks and Recreation Department, YMCA, exercise in their school and community and basically anything based upon choice and interest. The TIES Coordinator collaborates with the participant and their family to develop an individualized support plan to guide the peer volunteer's support.


          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          General Educators' Perspectives on Inclusive Education and Implementing Student Supports
          Limited Capacity seats available

          There is a critical need to ensure students with significant disabilities have access to the general education curriculum within inclusive classrooms. All team members contribute to the education and supports for students with significant disabilities. General education teachers play a particularly important role in fostering an inclusive classroom environment and making curriculum accessible to all students. However, there is minimal existing research that has investigated the perspectives of general education teachers. The purpose of this study was to understand general educators' perspectives of inclusive education, including how they learned about the strategies they used to support students with significant disabilities in their classrooms. We held five focus groups with 16 general education teachers at two fully inclusive elementary schools. Results from this study may lead to an understanding of the important aspects involved in supporting general educators to implement inclusive practices. The content of this presentation is important for building diverse and inclusive communities because it gathers the perspectives of general education teachers who teach in inclusive schools; such perspectives have been rarely investigated in the existing research on this topic. This information may be useful as the field works to advance inclusive education and ensure teachers are knowledgeable and prepared to support the diverse learning needs of students in their classrooms.

          Presenters
          avatar for Alison Zagona

          Alison Zagona

          Assistant Professor, University of New Mexico
          I am an Assistant Professor at the University of New Mexico, and I am the co-Chair of the TASH Early Career Researcher Network. My research is focused on inclusive education and instructional, social, and behavior supports for students with complex support needs. I am also passionate... Read More →
          avatar for Kirsten Lansey

          Kirsten Lansey

          Doctoral Student, University of Arizona
          avatar for Jennifer Kurth

          Jennifer Kurth

          Associate Professor, University of Kansas
          Inclusive Education


          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          Improving Person-Centered Planning and Thinking in Increasingly Diverse Communities
          Limited Capacity seats available

          The United States (US) is a diverse country, becoming increasingly diverse over time. As members of culturally diverse communities and all communities, people with disabilities must be able to choose the communities to which they belong and to be truly a part of those communities. This requires that we begin by listening to people with disabilities and understanding what they want for their lives. Many people with disabilities rely on formal supports systems that have been changing over the past 30 years. Systems which historically offered narrowly defined supports had the deleterious effect of pulling people from their communities and cultural traditions. These systems have seen an emerging shift to embrace person-centered principles. This change is premised on the belief that people should have the authority to define and pursue their own vision of a good life. Just as the US is diverse, the approaches that states, tribes, and territories take to adopt person-centered practices in disability systems vary. Although person-centered supports are generally accepted as best practice, their full realization has been hard to achieve despite decades of work by stakeholders; evidence supporting person-centered practices; guidance from federal agencies; and legislation. Recently the Centers for Medicare & Medicaid Services, however, issued regulations requiring person-centered planning and have identified person-centered planning as being an essential element of high-quality long-term services and supports program. As support systems work towards the full implementation of person-centered planning, they must be careful to respect cultural and linguistic needs so that a common definition of person-centeredness can be espoused. This definition, as well as the resulting formal planning practices, must dignify people s lived experiences within their communities and not impose any undue barriers on any group of people seeking supports. The National Center on Advancing Person Centered Practices and Systems (NCAPPS) is assisting states, tribes, and territories to transform their support systems and implement policy on person-centered thinking, planning, and practices. The center is seeking to do this in a way that recognizes the unique lens that people from a variety of cultural backgrounds bring to the picture. To this end, NCAPPS is working with a broad range of national partners as well as advocates with disabilities or other lived experiences. This presentation will involve an interactive discussion about the work of NCAPPS and the goals of responsibly promoting policies and practices that represent diverse needs and interests, some that may seem at odds with others. The NCAPPS team will present an overview current practice and key themes of NCAPPS work with states, describe the role of people with lived experience in the process, provide an overview of stakeholder engagement activities, and discuss how these various activities are guiding the Centers activities. The session will conclude with a facilitated discussion about how NCAPPS can better promote cultural and linguistic diversity through its work and navigate conflicts and barriers related to respecting diversity.

          Presenters

          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          Inclusive Education: Inclusive Success with Community Supports
          Limited Capacity seats available

          Inclusive education has always been the goal for my children since learning about it through Partners in Policymaking seminars. This presentation will share insights to successful inclusion across their educational careers starting from preschool to high school. Recent success in a private school inclusive setting with my son has shown that community supports are not only critical to the student, but offer intangible benefits to the community in which they live.


          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Rattlesnake 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          Managing Transition Within A Diverse Inclusive Higher Education Program
          Limited Capacity seats available

          Students navigate transition upon entering college, through their academics, and when planning for employment. While transition planning is not formally defined in IDEA, it is important that students are involved in the process to encourage their involvement and confidence in implementing their goals. Members of the leadership team at Syracuse University's InclusiveU will detail what they have found successful on their campus. We recognize the diversity of goals, abilities, and resources for each student and institution of higher education. This variance makes implementing a one-size-fits-all practice difficult. Participants will collaborate with other attendees to discuss the major transitions students face, the problems students face in the midst of each transition, and solutions they have found effective to overcoming challenges. This session intends to challenge attendees to think innovatively when approaching transition planning through all phases of the college experience.


          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          Person Centered Planning and Assistive Technology: Promoting Inclusive Education
          Limited Capacity seats available

          Assistive technology holds the promise of increased opportunities for students with severe disabilities to be educated in general education settings and attain inclusive lifestyles. IDEA requires that consideration of assistive technology must be a part of the Individualized Education Program. Too often the environment and tasks considered in identifying the appropriate devices for students are self-contained settings. This session describes a person centered planning process taught to teachers and families that promotes the identification of assistive technology in inclusive education classrooms.

          Presenters
          avatar for Craig Miner

          Craig Miner

          Professor, Southern Illinois University Edwardsville


          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Kave Ballroom 3 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          Social Capital: The New Inclusion
          Limited Capacity seats available

          You are the sum total of the people you meet and interact within the world. Whether it’s your family, peers, or co-workers the opportunities you have and the things you learn all come through doors that other people open for you. - Tanner Colby
          We will present how SEEC has strategically utilized the concepts of social capital to foster diverse relationships and develop opportunities for 22 people with intellectual disabilities to thrive in their own home. This workshop will provide the audience with the concepts and tools to intentionally use social capital in helping build a robust life for people with intellectual disabilities.


          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Scorpion 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          2:15pm

          The College Search: Tips and Tools for Students and Families
          Limited Capacity seats available

          Think College Search is the only centralized source of information on higher education options for students with ID. The online database includes information on over 75 variables and the development was guided by the Think College Standards for Inclusive Higher Education (Grigal, Hart, & Weir, 2011). The database was initially developed through a national survey of 149 inclusive postsecondary education programs (see Grigal, Hart, & Weir, 2012 for a review of methods). The database was revised and relaunched in 2017, with updated information provided by over 260 programs. The recommendations and resources to be provided in this session were developed based on direct input from college students with ID and their families, as well as our experience supporting students and families to use College Search. For more than 10 years, Think College has supported students, families, and professionals to learn more about college options. Through the questions that students and families have asked us and the feedback that they have provided to us, we have gained a wealth of knowledge of what it takes to find the right college. In this session, we present an overview of Think College Search and related resources that are available to support students and families in the college search process. Conducting a college search is a daunting task for any student and their family, but students with ID may have factors to consider in addition to the typical features of a college. We provide a summary of characteristics of college programs and give a detailed list of questions that student and families should ask as they research options. We will also share a tool to do a basic side-by-side comparison of programs and strategies for getting the most out of a campus visit or open house. By understanding the availability of options and the practices being used to support students with ID to access academic, residential, and employment experiences on college campuses, students and families will develop a better understanding of higher education options, and what characteristics matter most to them. The information provided will also be highly relevant to transition professionals who can use the resources and knowledge provided to share with students and families and support them in the college search process. This session is designed specifically for families and students, and has direct relevance to this audience, particularly those who are planning to conduct a college search. It will also have relevance to colleges and universities in terms of seeing how the information they share publicly through the Think College website and their own webpages shape public perception of their program, and perhaps lead to ideas for improvement in those areas. Other agencies will learn how to use Think College Search and can share those strategies with their stakeholders as well. The college search tools that will be shared and discussed in the session have been developed in consultation with parents and students. Some of the tools have been used by dozens of families and students over the past few years, and edits and additions have been made based on their input. We will also show and describe new web-based tools that have recently been added based on input from students and families.

          Presenters
          avatar for Cate Weir

          Cate Weir

          Project Coordinator, Think College
          inclusive postsecondary education for students with intellectual disabilities


          Saturday December 7, 2019 2:15pm - 3:05pm
          Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          3:20pm

          AbleVoices: Photography for Self-Expression, Empowerment, and Advocacy
          Limited Capacity seats available

          I will provide some background about myself and how photography helped my son (who has a disability and is non-verbal) communicate. I am an educator and a photographer and also a disability advocate. I am on the board of The Arc Tennessee, a graduate of the Partners in Policymaking Leadership Institute (a program of the TN Council on Developmental Disabilities), and a founding member of WCS Link (a special needs parent group that works closely with Williamson County School Student Support Services administration to provide support to families in the district). I combine my teaching, photography, and advocacy skills to teach photography to Transition II students in Williamson County School as a means of self-expression, empowerment, and advocacy for these individuals. I will present research-based evidence to answer the question: Why photography for students with disabilities? (both viewing and making photographs).... photography is a flexible and accessible medium, it is a good activity for our bodies and brains (stimulating), it helps individuals develop new skills, it is a powerful vehicle for communication, it can help build relationships (both peer and teacher/student), it promotes empowerment through creating something new, and it is an effective too for advocacy and promotes social change. I will provide examples for each of these reasons. I will discuss what the photovoice methodology is and share about the photography projects I have developed and led with Transition II students in Williamson County Schools this past year. I will walk the audience through these semester-long projects, from start to finish. The culminating activity of each project is for students to exhibit their photographs in a gallery space so that family, friends, and the community can view and celebrate their work. I will also share a 5 minute video that takes viewers through a project... photographs set to music (which I create at the end of each project and show at the exhibit reception event). Q&A time and also allow participants to view student photos (and read accompanying captions). I will also bring a camera that students use and adaptive equipment that some students use as well.

          Presenters

          Saturday December 7, 2019 3:20pm - 4:10pm
          Meeting Room: Ant 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          3:20pm

          Adapted Sport and Rec Opportunities to Increase Successful Transition
          Limited Capacity seats available

          In this session, we will cover the importance of providing adapted sport and recreation opportunities during adapted physical education for students with disabilities starting their individual transition program. Information will be provided on ideas and strategies to implement a wide range of sports and recreation to athletes with significant and multiple disabilities. Best practice techniques and collaboration with other professionals and the community will also be shared.

          Presenters
          avatar for Beth Foster

          Beth Foster

          Assistant Professor in Adapted Physical Education, Cal Poly Pomona University
          Follow @CPPAdaptedPE


          Saturday December 7, 2019 3:20pm - 4:10pm
          Meeting Room: Horse 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          3:20pm

          Building the Inclusive Village
          Limited Capacity seats available

          Inclusion does not just happen magically. It requires social change, opportunity, and a receptive and nurturing environment to grow. It does not just take a Village--it takes an Inclusive Village to bring the change we need. This presentation explores ways of building that Inclusive Village through community-based activities and discusses how we all play an important role in creating the change we need to make in our local communities. Topics covered include finding the right community partners, creating true peer friendships, combating inspirational porn with high but achievable standards, and working to provide an inclusive option to all recreational opportunities. A demonstration of inclusive dance will be provided.


          Saturday December 7, 2019 3:20pm - 4:10pm
          Meeting Room: Roadrunner 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

          3:20pm

          Charting the LifeCourse Family Group: Knowledge Translation via a Social Media Strategy
          Limited Capacity seats available

          This session presents preliminary findings about an online family engagement intervention guided by the Charting the Charting the LifeCourse curriculum. Presenters will share insights from family members about how this knowledge translation strategy influenced their vision for "the good life" for their sons and daughters. Presenters will share findings about how the intervention impacted families' attitudes, expectations, and activities that can lay the groundwork for effective transition planning leading to employment for young adults with intellectual/developmental disabilities. The session will also addresses how this engagement strategy and others can be accessible to all families, including those from culturally/linguistically diverse backgrounds.


          Saturday December 7, 2019 3:20pm - 4:10pm
          Meeting Room: Buzzard 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226