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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
avatar for Hope Leet Dittmeier

Hope Leet Dittmeier

Executive Director, Mattingly Edge
RM

Robin Maupin

I’m a parent of an adult son with CP, who is living in his own home, with support from Mattingly Edge.


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 Amy Hanreddy

Amy Hanreddy

Associate Professor, Special Education, Cal State Northridge
avatar for Melanie Bailey

Melanie Bailey

Inclusion/SLD Teacher, Mesa Public Schools
I have been in public education for 29 years. I have a dual degree in Elementary and Special Education with a Masters in Elementary Education (all from Northern Arizona University). My calling is truly in the realm of special education and I am a tremendous advocate of inclusive... Read More →
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: Bird 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.

8:00 - 8:50 am
Strategies for Success in Academia
Jennifer Kurth, Andrea Ruppar
OR
How to Write a Manuscript Review for RPSD and Other Professional Journals
Martin Agran, Susan Copeland
_____________________________________________________________________________
9:00 - 9:50 am
Developing and Sustaining a Research Agenda
Fred Spooner, Martin Agran
OR
Doctoral Student Panel and their TASH Experience
Katie McCabe, Magen Rooney-Kron, Samantha Gross-Toews, Jessica McQueston
_____________________________________________________________________________
10:00 - 10:50 am
The Art (and Science) of Successful Grant Writing
Stacy Dymond, Erik Carter
OR
Interviewing for Faculty Positions
Virginia Walker, April Regester
_____________________________________________________________________________
11:00 - 11:50 am
Tips for Publishing in RPSD and Other Journals
Stacy Dymond, Donna Lehr, Martin Agran, Fred Spooner, Susan Copeland

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 extensive support needs 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
avatar for Katie McCabe

Katie McCabe

University of Wisconsin-Madison
avatar for Stacy Dymond

Stacy Dymond

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

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 to 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 Rebecca Salon

Rebecca Salon

DC Department on Disability Services
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

8:45am

The Long and Winding Policy Road to Competitive Integrated Employment (CIE)
Limited Capacity seats available

This presentation will highlight disability history with a particular focus on employment policy through the decades.

Presenters
CB

Christopher Button, PhD

Supervisory Policy Advisor, U.S. Department of Labor, Office of Disability Employment Policy (ODEP)


Thursday December 5, 2019 8:45am - 10:15am
Meeting Room: Akimel Ballroom 4 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
avatar for Aja McKee

Aja McKee

Assistant Professor, California State University, Fullerton (CSUF)
Dr. Aja McKee is an Assistant Professor at California State University, Fullerton (CSUF) in the Department of Special Education. She has worked in the public education system since 1998. Her work as a special educator and administrator provides her with practical experience she shares... Read More →


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 is a think tank process for discovering innovative ways to connect people with disabilities to meaningful citizenship roles and employment opportunities in the 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.

Presenters
avatar for Paige Reeves

Paige Reeves

Senior Leader of Research and Social Innovation, Skills Society
Passionate about supporting the citizenship of people with intellectual disabilities. Steward of the Skills Society Action Lab (https://www.skillssociety.ca/action-lab/). Curious enough about belonging to do a PhD on it. Chat with me! I'm always keen to meet new people and hear about... Read More →


Thursday December 5, 2019 9:00am - 12:00pm
Meeting Room: Deer 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

Presenters
avatar for Katie Chandler

Katie Chandler

Project Consultant, Sangha Unity Network
Katie is a Licensed Clinical Social Worker who works with Sangha Unity Network as a Project Consultant. Throughout her career, she has worked as a direct support professional, advocate, clinical supervisor, facilitator and consultant. Previously she directed the Developmental Disability... Read More →
avatar for Leslie Lipson

Leslie Lipson

Attorney, Lipson Advocacy: Educational, Legal and Strategy Specialist
Talk to me about advocacy solutions using general educational and special education law, from a values-based foundation and mindset of presuming competence. My practice supports both attorneys and non-attorney advocates to succeed in school-based advocacy. Talk to me about grassroots... Read More →


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 Valerie A.  Brooke

Valerie A. Brooke

Principal Investigator -- RRTC on Employment for Persons with Intellectual and Developmental Disabilities, Virginia Commonwealth University
Valerie Brooke, M.Ed has been a faculty member at Virginia Commonwealth University (VCU) and working in the field of employment for individuals with disabilities for over thirty five years. Ms. Brooke is the Principal Investigator -- Rehabilitation Research and Training Center (RRTC... Read More →
CB

Christopher Button, PhD

Supervisory Policy Advisor, U.S. Department of Labor, Office of Disability Employment Policy (ODEP)


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
MT

Montrel Tennessee

DC Department on Disability Services
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.

Presenters

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
Michele Schutz is a doctoral student in special education at Peabody College of Vanderbilt University. She is interested in postsecondary outcomes and secondary transition programming for youth with disabilities.
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

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.

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 the 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.

Presenters
avatar for Laurie Kimball

Laurie Kimball

Director of Planning & Team Development, KFI
Laurie Kimball is Director of Planning and Team Development for KFI, which has 4 offices in Maine. Laurie works with support teams to create opportunities for all people to live in typical homes, work in competitive jobs, nurture valued relationships, and be fully participating members... Read More →
avatar for Lyann Grogan

Lyann Grogan

Director of Training & Outreach, KFI
After ten years of working in a segregated Mental Health setting as a Music Therapist at New Hampshire Hospital and serving as a member of the National Music Therapy Association’s Training Committee LyAnn found inspiration. She was inspired by KFI's mission to provide supports... Read More →


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

1:00pm

Positive Behavior Support at Home: Strategies to Support Family Routines
Limited Capacity seats available

Families are faced with many challenges on a daily basis but frequently the ones that have the most negative impacts on the family system are dealing with challenging behavior at home, school and out in the community. Are we able to get out the door, on time, without a meltdown? Could siblings please just play quietly while I make dinner? Time to clean up or get homework done? How about a trip to the grocery store or an unexpected change in the family routine? Not to mention bedtime! This workshop will be co-presented by Melisa Ruiz, a parent of children with special needs and also the Parent Representative on the Board of the Association of Positive Behavior Support and Kiki McGough, retired educator and mother of three and grandmother of a highly spirited preschooler. She is also the Parent Consultant at the Association of Positive Behavior Support. Using personal examples and the components of effective positive behavior support, participants will work together to analyze routines, identify appropriate strategies and approaches to prevent and respond to challenging behavior within the typical family routines at home and in the community. They will gain a variety of resources to support their children and partner with schools for success.

Presenters
KM

Kiki McGough

PBS Consultant, APBS
I am a retired Special Educator with a focus on behavior who has worked in the field of Positive Behavior Support since 2002. I am particularly interested in PBS in the home and partnerships between school and home to support children and families. I also do dog rescue, particularly... Read More →


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

1:00pm

TASH Chapter Leadership and Membership Committee Workshop
The Chapter Leadership and Membership Committee workshop invites representatives from all existing and budding chapters to come together to share activities that their chapters are doing, and learn about strategies to support your efforts. Please join us for what hopes to be a productive, supportive, and fun meeting!

Moderators
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
avatar for April Regester

April Regester

Associate Professor, University of Missouri - St. Louis

Thursday December 5, 2019 1:00pm - 3:00pm
Meeting Room: Kave Ballroom 3 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

Understanding Meaningful Learning within the Core Curriculum for Children/Youth with Extensive Support Needs
Limited Capacity seats available

The presenters will provide strategies for determining meaningful intellectual goals for children and youth who have extensive intellectual, multiple, and social support needs within the core curriculum. Presenters will also provide participants with an understanding of how to embed additional goals within the activities of the general education core curriculum. A wide range of examples will be shared across English language arts, science, and social studies. Participants will also gain strategies for developing participation and support plans throuh collaboration between special education and general education partners.

Presenters
avatar for Kathy Gee

Kathy Gee

California State University, Sacramento


Thursday December 5, 2019 1:00pm - 4:00pm
Meeting Room: Gila-Monster 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 building diverse and inclusive communities. This colloquium will present research from family, school and system perspectives highlighting the experiences of people with complex support needs from culturally and linguistically diverse backgrounds.

Kristina Lopez will present a socio-cultural framework used to examine the factors and processes that create and maintain disparities in diagnosis and treatment among Latinx children with ASD. She will also discuss the process of developing a community advisory board to understand the impact of ASD disparities on Latinx children along with findings from the innovative pilot study of a culturally-informed psychoeducational parent coaching program.

Amanda Miller’s research focuses on the school experiences of nine girls of color with intellectual and developmental disabilities in middle and high school. Her research focuses on how inclusionary and exclusionary schooling systems and processes are generated through materializations (school geographies, classroom layouts, and learning tools) and discursive practices (talk, texts, and actions) for the focal participants from their perspectives.

Julia Ann Scherba de Valenzuela and Rosalia Pacheco will present original research on state practices in language proficiency assessment. Focusing on language minority students with complex support needs, they will review the federal requirements for and history of language proficiency testing. The presenters will also provide data on alternative proficiency assessment and exit criteria. They will close with a discussion of instructional barriers and challenges that must be addressed.

Charles Dukes (Florida Atlantic University) will serve as the discussant for the colloquium.

Each presenter will give a 40-minute talk with comments from the discussant to follow. Questions from the audience will be held until the end.

Moderators
avatar for Meghan Burke

Meghan Burke

Associate Professor, University of Illinois at Urbana-Champaign

Presenters
CD

Charles Dukes

Professor, Florida Atlantic University
Charles Dukes, EdD, PhD is Professor and Doctoral Coordinator in the Department of Exceptional Student Education at Florida Atlantic University (FAU) where he teaches courses in disability studies, instructional practices for students with severe disabilities and research methods... Read More →
RP

Rosalia Pacheco

PhD Student, University of New Mexico
Rosalia Pacheco, M.A. is a PhD student at the University of New Mexico. She has a background with working with diverse communities throughout NM as a teacher in Albuquerque schools for twelve years and as a community presenter. Her research is focused on bilingual special educati... Read More →
avatar for Amanda L. Miller

Amanda L. Miller

Assistant Professor, SUNY Cortland
Amanda Miller is an Assistant Professor in the Foundations and Social Advocacy Department at the State University of New York College at Cortland (SUNY Cortland). Her research focuses on the lived experiences of girls of color with intellectual and developmental disabilities, teacher... Read More →
avatar for Julia Ann Scherba de Valenzuela

Julia Ann Scherba de Valenzuela

Associate Professor, University of New Mexico
Julia Scherba de Valenzuela, Ph.D. is an Associate Professor of Special Education at the University of New Mexico. Professor Scherba de Valenzuela’s research focuses on issues of educational equity for culturally and linguistically diverse learners with disabilities, particularly... Read More →
avatar for Kristina Lopez

Kristina Lopez

Assistant Professor, Arizona State University
Kristina is an assistant professor in the School of Social Work at Arizona State University. Dr. Lopez earned her B.A. and M.A. in psychology from California State University, Northridge. She earned her M.S.W. and M.S. in psychology, and her Ph.D. in social work and psychology, from... 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
Chisa O’Quinn is a Social Worker who has traveled with individuals through the worlds of Corrections, Counseling, Disability Services, Mental Health, and Substance Abuse. What sets her apart as a leader and advocate in the field is her ability to creatively seek solutions in difficult... Read More →
avatar for Karla Lynch

Karla Lynch

Program Manager, King County Developmental Disabilities Division
Karla Lynch is a Program Manager with the King County Department of Community and Human Services, in Developmental Disabilities and Early Childhood Supports (DDECS) Division. Karla has served as a member of the Department’s Equity and Social Justice Community Partnerships Workgroup... Read More →
avatar for Cesilee Coulson

Cesilee Coulson

Executive Director, WISE


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.
Laura A. Owens, Ph.D., CESP, has over 30 years of experience as a national leader in the transition and disability employment field. She is currently a Professor in the Department of Teaching and Learning at the University of Wisconsin – Milwaukee (UWM) and the President of TransCen... 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

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.

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.

Presenters
avatar for Laurie Kimball

Laurie Kimball

Director of Planning & Team Development, KFI
Laurie Kimball is Director of Planning and Team Development for KFI, which has 4 offices in Maine. Laurie works with support teams to create opportunities for all people to live in typical homes, work in competitive jobs, nurture valued relationships, and be fully participating members... Read More →
avatar for Lyann Grogan

Lyann Grogan

Director of Training & Outreach, KFI
After ten years of working in a segregated Mental Health setting as a Music Therapist at New Hampshire Hospital and serving as a member of the National Music Therapy Association’s Training Committee LyAnn found inspiration. She was inspired by KFI's mission to provide supports... 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
avatar for Nancy Nowell

Nancy Nowell

Certified Sexuality Educator, Social Signals LLC
I am a certified sexuality educator who has taught relationship skills and sexuality to adolescents and adults with intellectual disabilities and autism for the past 20 years. It is very difficult to have a happy healthy sexual relationship if you haven't been on dates or at least... Read More →


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 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.

Presenters
HA

Haley Andes

Associate Director, Build Inclusion


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.

Presenters
MT

Montrel Tennessee

DC Department on Disability Services
avatar for Sandy Jordan

Sandy Jordan

Director of Employment Programs, Able South Carolina


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

4:00pm

North Carolina TASH Chapter Meeting
This will be our 4th quarter meeting.

Moderators
avatar for Karina Cooper-Duffy

Karina Cooper-Duffy

Profession in Special Education, Western Carolina University

Thursday December 5, 2019 4:00pm - 5:00pm
Meeting Room: Buzzard 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 these hours to support the following organizations and small businesses practicing inclusion across the country.

ABLEnow
Amazing Artists
American Association on Intellectual and Developmental Disabilities (AAIDD)
ANCOR
APSE National
Arizona Developmental Disabilities Planning Council
Becca's Alpacas
Books by Ethan Sarem
Broadreach Training and Resources
Brookes Publishing Co.
Cal-TASH
D.A.M.E.S. (Differently Abled Mothers Empowerment Society)
Dare 2 Dream
Disability Law Center
Disability Rights Ohio
Hannah's Essentials, LLC
Institute on Community Integration, University of Minnesota
MassMutual
My Compass Planning, Inc.
Rob's Be Cool Stone Creations
RocketChair Productions
Seanese T's
Self Advocates Becoming Empowered (SABE)
Share Your Blessings
STRIVE WorldWIDE
The Arc of the United States
Think College

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!

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.

Congratulations to our "Positive Image in the Media" award winner, The Peanut Butter Falcon! The full length film will be shown at this year's film festival along with a brief Q&A.

Description: A modern Mark Twain style adventure story, THE PEANUT BUTTER FALCON tells the story of Zak (Gottsagen), a young man with Down syndrome, who runs away from a residential nursing home to follow his dream of attending the professional wrestling school of his idol, The Salt Water Redneck (Thomas Haden Church).  A strange turn of events pairs him on the road with Tyler (LaBeouf), a small time outlaw on the run, who becomes Zak’s unlikely coach and ally. Together they wind through deltas, elude capture, drink whisky, find God, catch fish, and convince Eleanor (Johnson), a kind nursing home employee charged with Zak’s return, to join them on their journey.

Peanut Butter Falcon - Official Trailer

©2016 Swank Motion Pictures, Inc.

Moderators
avatar for Tia Nelis

Tia Nelis

Director of Policy & Advocacy, TASH
avatar for April Regester

April Regester

Associate Professor, University of Missouri - St. Louis


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

Friday December 6, 2019 8:00am - 4:45pm
Meeting Room: Thunder 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

8:00am

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

ABLEnow
Amazing Artists
American Association on Intellectual and Developmental Disabilities (AAIDD)
ANCOR
APSE National
Arizona Developmental Disabilities Planning Council
Becca's Alpacas
Books by Ethan Sarem
Broadreach Training and Resources
Brookes Publishing Co.
Cal-TASH
D.A.M.E.S. (Differently Abled Mothers Empowerment Society)
Dare 2 Dream
Disability Law Center
Disability Rights Ohio
Hannah's Essentials, LLC
Institute on Community Integration, University of Minnesota
MassMutual
My Compass Planning, Inc.
Rob's Be Cool Stone Creations
RocketChair Productions
Seanese T's
Self Advocates Becoming Empowered (SABE)
Share Your Blessings
STRIVE WorldWIDE
The Arc of the United States
Think College

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 - 8:40 AM: Welcome and Opening Remarks

8:40 - 9:00 AM: Sheraton Grand at Wild Horse Pass Cultural Presentation, Rosie Rivera, SGWHP Cultural Manager
A glimpse of the history on the Gila River Indian Community and the creation of our beautiful destination at Wild Horse Pass

9:00 - 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

    Advocacy in the Modern World: Building your Advocacy Toolbox
    Limited Capacity seats available

    Teaching Self advocacy skills is one of the most important things we can do in our community. It' s not only teaching someone how to make sure they are getting the right services but it also gives them pride and joy when they can advocate for themselves. These skills are easily taught and we must make sure we are teaching them to the disability community. Come learn about your Self advocacy toolbox and learn how to use your resources to not only advocate for yourself but also learn to advocate for them community.

    Presenters

    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Quail 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.

    Presenters

    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 extensive support needs 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

    Getting Published in Research and Practice for Persons with Severe Disabilities (RPSD)
    Limited Capacity seats available

    Come meet the editors of Research and Practice for Persons with Severe Disabilities (RPSD) to learn more about publishing in the journal associated with TASH! RPSD publishes innovative research that furthers understanding about how to improve the lives of people with severe disabilities. This session is designed for anyone conducting research or aspiring to conduct research in the field of severe disabilities. The session will provide an overview of the types of manuscripts published in RPSD and the peer review process, followed by time for participants to ask questions and obtain input on their publication ideas.

    Presenters
    avatar for Stacy Dymond

    Stacy Dymond

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

    Fred Spooner

    Professor, UNC Charlotte


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Kave Ballroom 2 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

    Making it Happen: Transition to Adulthood for Youth with Significant Disabilities
    Limited Capacity seats available

    Whether you are a transition coordinator (also called transition specialists, facilitators, and administrators) or a secondary special secondary educator, preparing your students for life after school is a very challenging role. This important work to support students to succeed, achieve, and realize a successful future requires skills practitioners. This session will help you to answer the question, "Now what do I do?" if your role in supporting students seems overwhelming or when you need concrete solutions on what to do next. This session will share a range of strategies, resources and information with participants about how to support effective, high quality and evidence-based transition practices and programs. Effective transition programs can be designed to address a wide range of transition education and services for students with disabilities. Because of the complexity of transition, no one professional can sufficiently impact or provide the variety of needed services and supports. We will review the different roles in transition and how participants can focus on unique elements of the bigger process, depending on whether they are a secondary special educator, transition coordinator, an educational or adult agency professional, or transition stakeholder (e.g., family members). Understanding all of the critical features of high-quality transition programs may seem daunting, and to break down what makes a transition program effective, we will structure this session to address essential quality indicators of transition programs and clarify who is best suited to coordinate and implement each critical component.

    Presenters
    avatar for Mary Morningstar

    Mary Morningstar

    Professor, Portland State University
    Dr. Mary E. Morningstar is an associate professor in the Department of Special Education at Portland State University and Director of the Transition Coalition, which offers online, hybrid and in-person professional development and resources for secondary special educators and transition... Read More →


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

    9:45am

    Mediation and Litigation 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 the 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 the 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?

    Presenters

    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

    Research on the Learning Outcomes for Matched Pairs of Children in Inclusive vs. Segregated Programs
    Limited Capacity seats available

    This presentation will be focused on data from a two-part study of matched pairs of children/youth with extensive support needs. Specifically, 15 children/youth who were included for more than 80% of their day in general education classrooms, and 15 children who were educated in segregated classrooms. Last year, the data from part one of the study were shared. The focus was on observational data of a typical school day for the matched pairs. This year our focus will be on part 2 in which we studied the educational progress/outcomes for the matched pairs of children. A content analysis was completed in which data from the first full IEP was compared to the last IEP at the time of the study. A panel of experts was then asked to anonymously rate the level of progress for each child, without being told whether this child was educated in an inclusive or segregated program. The data was then statistically analyzed. Results will be shared with the participants, and time for discussion will be provided. Our team includes a University researcher and two school district administrators, so reflection on policy and practice will be shared.

    Presenters
    avatar for Kathy Gee

    Kathy Gee

    California State University, Sacramento


    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Kave Ballroom 3 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

    Broadreach Training and Resources
    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 45-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.

    Presenters
    avatar for Kelly Nye-Lengerman

    Kelly Nye-Lengerman

    Research Associate, University of Minnesota
    avatar for Erica Belois-Pacer

    Erica Belois-Pacer

    Professional Development Director, APSE National


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

    9:45am

    Community Living Committee Meeting
    Check out the Community Living Committee and contribute to our plans for 2020.

    Moderators
    avatar for Jenny Lengyel

    Jenny Lengyel

    Executive Director, Total Living Concept

    Friday December 6, 2019 9:45am - 10:35am
    Meeting Room: Butterfly (Third Level) 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 Mary Morningstar

    Mary Morningstar

    Professor, Portland State University
    Dr. Mary E. Morningstar is an associate professor in the Department of Special Education at Portland State University and Director of the Transition Coalition, which offers online, hybrid and in-person professional development and resources for secondary special educators and transition... Read More →
    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 Lindsay Athamanah

    Lindsay Athamanah

    Assistant Professor, University of Missouri - St. Louis
    avatar for Jennifer L. Bumble

    Jennifer L. Bumble

    Assistant Professor of Special Education, University of Missouri St. Louis
    Jennifer Bumble is an assistant professor of special education at the University of Missouri-St. Louis. Previously, Jennifer worked as a special educator in Texas and an ESL educator in South Korea. Jennifer also worked as an educational consultant with the Vanderbilt Kennedy Center... Read More →
    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
    avatar for Michele Gardner

    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 Dan Rosien

    Dan Rosien

    Dan The Man, Reids Gift, Inc.
    Under the waves of my unruly bodyLies a mind as deep as the seaThough my face does not showAny part of all i knowMy soul feels the hot and cold currents beneath
    avatar for Molly K. Rearick

    Molly K. Rearick

    Founder & Executive Director, IGNITE Collective, Inc.
    communication, AAC, transition, adult supports, inclusive education


    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.

    Presenters
    avatar for Meghan Burke

    Meghan Burke

    Associate Professor, University of Illinois at Urbana-Champaign
    avatar for Zach Rossetti

    Zach Rossetti

    Associate Professor, Boston University Wheelock College of Education & Human Development
    Zachary Rossetti, Ph.D., is an Associate Professor of Special Education in the Boston University Wheelock College of Education & Human Development. His research examines the experiences of families with children with intellectual and developmental disabilities, including autism, by... Read More →


    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 James Thompson

    James Thompson

    Professor, University of Kansas
    James R. Thompson, Ph.D., serves as a Professor on the faculty of the Department of Special Education at the University of Kansas, Lawrence, KS, U.S. He is Editor of Intellectual and Developmental Disabilities and is a past-president of the American Association on Intellectual and... Read More →
    avatar for Sarah Carlson

    Sarah Carlson

    Graduate Research Assistant / PhD Candidate, University of Kansas
    I am a doctoral candidate in the Department of Special Education at the University of Kansas. Through my research, I seek to identify and understand factors influencing the post-school outcomes of adults with intellectual disability and their families. My research centers around understanding... Read More →


    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.
    Laura A. Owens, Ph.D., CESP, has over 30 years of experience as a national leader in the transition and disability employment field. She is currently a Professor in the Department of Teaching and Learning at the University of Wisconsin – Milwaukee (UWM) and the President of TransCen... 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.

    Presenters
    avatar for Leslie Lipson

    Leslie Lipson

    Attorney, Lipson Advocacy: Educational, Legal and Strategy Specialist
    Talk to me about advocacy solutions using general educational and special education law, from a values-based foundation and mindset of presuming competence. My practice supports both attorneys and non-attorney advocates to succeed in school-based advocacy. Talk to me about grassroots... Read More →
    avatar for Katie Chandler

    Katie Chandler

    Project Consultant, Sangha Unity Network
    Katie is a Licensed Clinical Social Worker who works with Sangha Unity Network as a Project Consultant. Throughout her career, she has worked as a direct support professional, advocate, clinical supervisor, facilitator and consultant. Previously she directed the Developmental Disability... Read More →


    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 Disabilities 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 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 Joannou Lyon

    Kristin Joannou 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 extensive support needs in Atlanta... Read More →


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

    10:55am

    What Does Endrew F.'s Potential for Growth Mean?
    Limited Capacity seats available

    In Endrew F., the Supreme Court states that an IEP must be based on an individualized evaluation of the child's "potential for growth." School districts must consider the child's potential for growth, not just her present levels. In other words, a purposeful assessment in all areas of suspected disability with an eye toward assessing for ability. After all, why do an educational assessment for any reason if not for figuring out how to best educate the child? Nonetheless, school districts rely on IQ tests to measure cognitive potential. IQ tests only measure present levels. What exactly does evaluating potential mean? Is potential a fixed element? Is there any study that parents can rely upon to argue that potential is not fixed for life? We will look at dynamic assessments as an alternative to assessing a student with language delays and intellectual disabilities.

    Presenters
    avatar for Barbara Ransom

    Barbara Ransom

    A civil rights attorney who represents individuals, families and organizations seeking relief from discrimination on the basis of disability.


    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    10:55am

    Florida TASH Chapter Meeting
    Please join us to learn about what’s happening in the state of Florida and how you can become involved with out state chapter.

    Moderators
    avatar for Leslie Lederer

    Leslie Lederer

    Vice President, Florida TASH
    Leslie Martin Lederer was a Disability Rights Advocate for 2 Protection and Advocacy’s and worked with children and youth as a teacher, inclusion facilitator, counselor, residential supervisor and advocate. She presents workshops on a variety of topics including Special Education... Read More →

    Friday December 6, 2019 10:55am - 11:45am
    Meeting Room: Butterfly (Third Level) 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: Kathleen Becht
    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
    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:

    I Love Sports! by Brenna Hoorn
    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
    Our Story, Their Words: An Artistic Inquiry on Trauma and Misunderstanding by Molly Peabody
    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, Grace Francis
    Making Surveys Accessible and Inclusive through Cultural Adaptation and Linguistic Validation Approaches by Poorna Kushalnagar
    Find Me! I am Missing in Early Childhood Intervention Programs by Erika Aziegbe

    Moderators
    avatar for Jenny Lengyel

    Jenny Lengyel

    Executive Director, Total Living Concept

    Presenters
    EA

    Erika Aziegbe

    ARD Facilitator, University of Houston Clear Lake
    avatar for Grace Francis

    Grace Francis

    Assistant Professor, Special Education, George Mason University
    KP

    Krista Puruhito

    Lecturer, Arizona State University
    I am an Arizona native and ASU sun devil at heart. I have my master's degree in educational psychology and PhD in Family and Human Development. I am a lecturer in the Family and Human Development program at ASU and I study learning and motivation, PTSD in NICU families, and Inclusion... Read More →
    avatar for Will Fried

    Will Fried

    I am college student with a disability at Salisbury University on the autism spectrum that educates people on what colleges should do to better help students with disabilities.
    PK

    Poorna Kushalnagar

    I was born deaf and use sign language to communicate. My work focuses on deaf health population and implementing health interventions that are fully accessible to deaf patients.


    Friday December 6, 2019 1:04pm - 4:10pm
    Meeting Room: Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    1:05pm

    Diversifying Our Voices: Transforming Communities through Stories of Inclusion, Support & Empowerment
    Limited Capacity seats available

    For people with diverse abilities, the opportunity to be included in the community requires more than just self-determination; it requires supports that are customized to individual needs, accessible where and when needed, and delivered by a qualified workforce. Inclusive communities require a deeper understanding of what it truly takes for individuals with intellectual and developmental disabilities to be supported and empowered to live the lives that they choose. But all too often, the path to this deeper understanding is blocked because individuals and the professionals who support them remain invisible. Absent a more vocal articulation of the contributions they make to our communities and our society, individuals with I/DD and the support providers who are integral to success will remain in the shadows.

    Recognizing the urgency of this challenge, the ANCOR Foundation launched Included. Supported. Empowered. to celebrate the successes of individuals with I/DD and bring awareness to the important role of long-term supports and services in making it possible for individuals to be included and valued in the community. Envisioned as a three-year public awareness-raising initiative, Included. Supported. Empowered. is disseminating data and best practices, equipping advocates with tools and resources, and leveraging earned and digital media to amplify voices that reinforce our shared message: that we all have a stake in building more inclusive communities. In this session, presenters will walk through the ways in which individuals with I/DD and the I/DD support workforce have been relegated to the shadows, ultimately making the case for why telling our stories and sharing our experiences should be seen as an essential part of our work. Then, presenters will equip participants with field-tested strategies for telling stories and garnering attention for the work we do as a disability community. Participants in this hands-on, how-to session will walk away with a clear sense of why sharing personal perspectives is critical, as well as with concrete tools that make it easy to craft, share and amplify stories that can help make the case for more diverse and inclusive communities.

    Presenters
    avatar for Sean Luechtefeld

    Sean Luechtefeld

    Communications Director, ANCOR
    Check out my session on the why and how of telling your personal story as a disability advocate. Stop by the Included. Supported. Empowered. Story Room on Saturday to go on camera and show the world why supporting people of all abilities is essential. And, visit the ANCOR booth in... Read More →


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Roadrunner 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
    RH

    Rima Hatoum

    International Development Consultants


    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

    Doctoral 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

    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 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 disabilities... Read More →


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

    1:05pm

    Privilege & the Intersectionality of Race and Disability in Special Education
    Limited Capacity seats available

    "Education is perhaps the most important function of state and local governments" (Brown v. Board of Education, 1954). Thus, Brown made legal history when the Court banned separate but equal from public education. But, did it? Special Education is the last bastion where separate but equal is still legal. The presenters rely on the historical framework of segregation to examine the use of special education classifications to keep segregated schools alive. Data show that it is impossible to ignore the roots of segregation in the special education system. Presenters will discuss strategies that challenge educators to examine their own privilege as they make decisions that impact racial disproportionality in special education. Participants will explore the blindness created by privilege as they explore additional strategies that self-advocates, advocates and parents can use to challenge the status quo that allows this disproportionality to exist.

    Presenters
    avatar for Barbara Ransom

    Barbara Ransom

    A civil rights attorney who represents individuals, families and organizations seeking relief from discrimination on the basis of disability.


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Scorpion 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

    Strengthening Self-Advocacy: Peer Supports in a Formal Complaint System
    Limited Capacity seats available

    The peer supporter plays a role in informing the service delivery system and making recommendations for changes to the system. Through the formal complaint system, DC DDS also tracks and trends data to inform systems change. Annually, the peer supporters write a report highlighting their work and recommendations for systems change that is needed to help improve the lives of people supported by DDS.

    Presenters
    avatar for Lee Anne Brantley

    Lee Anne Brantley

    Complaint System Coordinator, DC Department on Disability Services


    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Quail 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
    avatar for Mary Schreiner

    Mary Schreiner

    Associate Professor of Education, Alvernia University
    I have been a lifelong advocate and professional serving individuals with disabilities, but learned the most in the last two years when I interviewed and recorded the life stories of survivors from Pennhurst, a state institution for individuals with intellectual disabilities that... Read More →


    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.
    Laura A. Owens, Ph.D., CESP, has over 30 years of experience as a national leader in the transition and disability employment field. She is currently a Professor in the Department of Teaching and Learning at the University of Wisconsin – Milwaukee (UWM) and the President of TransCen... 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 Tracy Thresher

    Tracy Thresher

    Mentor and Communication Consultant, Washington County Mental Health
    Tracy Thresher is a native Vermonter who lives and works in Vermont. Tracy began using Facilitated Communication in 1990 and was one of the first individuals with autism in Vermont to be introduced to the method. He has presented at local, statewide and national workshops and conferences... Read More →
    avatar for Harvey Lavoy

    Harvey Lavoy

    Director Communication & Training & Resources, Community Developmental Services
    Harvey F. Lavoy, 3rd has a B.S. in Special Education and has worked in the field of Human Services since 1973. He has worked for Community Developmental Services (CDS), a division of Washington County Mental Health Services, in Barre Vermont since 1994. He currently is the Director... Read More →


    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
    avatar for Stacey Anderson

    Stacey Anderson

    Disability Employment Specialist, Atlanta Regional Commission
    I am the Disability Employment Specialist for the Atlanta Regional Commission. I am also a 2nd year doctoral candidate at Indiana Wesleyan University. I have many years of disability employment experience and currently I am responsible for reframing and refining the delivery of services... Read More →


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

    1:05pm

    Kentucky TASH Chapter Meeting
    A gathering of conference participants from KY and surrounding states.

    Moderators
    avatar for Hope Leet Dittmeier

    Hope Leet Dittmeier

    Executive Director, Mattingly Edge

    Friday December 6, 2019 1:05pm - 1:55pm
    Meeting Room: Jackrabbit 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! The presenters will share their stories of coming together in the workplace, and how those relationships led to ones of flourishing and friendship.

    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
    avatar for Raquel Rosa

    Raquel Rosa

    Representative Payee Project Analyst, National Disability Rights Network
    Raquel is the eldest sibling of a young man who has cerebral palsy. Her career as an advocate for disability justice began 17 years ago, providing direct supports to adults with intellectual and developmental disabilities. In 2010, she co-founded DC Metro Sibs, the Washington, DC-based... 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 Karina Cooper-Duffy

    Karina Cooper-Duffy

    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 K. Rearick

    Molly K. Rearick

    Founder & Executive Director, IGNITE Collective, Inc.
    communication, AAC, transition, adult supports, inclusive education


    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
    avatar for Amy Hanreddy

    Amy Hanreddy

    Associate Professor, Special Education, Cal State Northridge


    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

    Factors that Exacerbate the Continued Segregation of Students with Disabilities
    Limited Capacity seats available

    In 2018, the Council of Parent Attorneys and Advocates, Inc. (COPAA), under a cooperative agreement with the National Council on Disability (NCD), researched and wrote the report “The Segregation of Students with Disabilities.” This report is part of a five-report series on the Individuals with Disabilities Education Act (IDEA) that describes the legal and scientific basis for an inclusive versus segregated education, summarizes national patterns for educating students with disabilities in general education classes, examines federal and state guidance, and state compliance with federal mandates, describes effective educational practices for reducing segregation, and provides findings and recommendations for improvement. COPAA asserts that we must look at the entire system in order to truly improve results for children. The panoply of laws that promote equity and prohibit discrimination, and the provisions of the IDEA must be faithfully implemented in concert to ensure that the civil and constitutional rights of children with disabilities. The presenters will discuss specific trends and recommendations with the audience and dialogue about solutions to factors that sustain segregation.


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

    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
    avatar for Rosa McAllister

    Rosa McAllister

    Co-founder and Organizational Advisor, Networks for Training and Development, Inc.
    Aloha! While my organization (Networks) is located in the Phila., PA area our reach is way farther.... in fact, I live & work in Maui, HI. Throughout my career I have been involved in positive behavioral supports, person centered planning, non-profit leadership / organizational design... Read More →


    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 of 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.

    Presenters
    avatar for Morgan Whitlatch

    Morgan Whitlatch

    Legal Director, Quality Trust for Individuals with Disabilities
    Morgan K. Whitlatch is the Legal Director of the Quality Trust for Individuals with Disabilities, an independent, non-profit advocacy organization that has been advancing the interests of D.C. residents with developmental disabilities since 2002. Morgan has devoted her legal career... Read More →


    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 Stephanie MacFarland

    Stephanie MacFarland

    University of Arizona
    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
    KH

    Kathryn Haughney

    Georgia Southern University


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

    2:10pm

    Missouri TASH Chapter Meeting
    All are welcome to join Missouri TASH members. If you are interested in finding out how to connect with others in Missouri or nearby Midwestern states - come on by!

    Presenters
    avatar for April Regester

    April Regester

    Associate Professor, University of Missouri - St. Louis


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

    2:10pm

    RPSD Associate Editor's Meeting
    Meeting limited to Associate Editors of RPSD only.

    Moderators
    avatar for Stacy Dymond

    Stacy Dymond

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

    Fred Spooner

    Professor, UNC Charlotte

    Friday December 6, 2019 2:10pm - 3:00pm
    Meeting Room: Butterfly (Third Level) 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

    Postdoctoral Research Fellow, 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

    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 3:20pm - 4:10pm
    Meeting Room: Eagle 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 a Senior Research Associate at the Harvard Law School Project on Disability. He is currently writing a book on the history of American disability advocacy for Simon & Schuster and is completing his PhD in Health Policy at Harvard University. Prior to that, Ari served... 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 Karina Cooper-Duffy

    Karina Cooper-Duffy

    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.

    Presenters
    MC

    Mina Chun

    University of Lynchburg


    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.

    Presenters
    avatar for Judy Shanley

    Judy Shanley

    AVP, Education & Youth Transition, Easterseals
    Judy L. Shanley, Ph.D. is Assistant Vice President, Education & Youth Transition at the national office of Easterseals in Chicago, IL. She supports the Easterseals network to implement evidence-based transition and workforce development practices and offers innovative solutions to... Read More →
    CN

    Christine Newhall

    Senior Advisor, Public Consulting Group
    Christine Newhall is a Senior Advisor with Public Consulting Group, Inc. She brings over 15 years of extensive knowledge and experience managing in complex environments including state government and academic medical centers, as well as Board of Director experience at non-profit organizations.Ms... Read More →


    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 Don Cardinal

    Don Cardinal

    Thompson Policy Institute on Disability, Chapman University
    Inclusion and transition to work and the polices that result from these efforts.
    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 Lúcia Canha

    Lúcia Canha

    Pos-doc Researcher, University of Lisbon
    Lúcia Canha Ph.D., in the last decade has coordinated pilot projects in the field of community and professional integration of people with disabilities and at this moment she is developing a post-doctoral project in this area in partnership with the University of Wisconsin Milwaukee... Read More →
    avatar for Laura Owens

    Laura Owens

    President, TransCen Inc.
    Laura A. Owens, Ph.D., CESP, has over 30 years of experience as a national leader in the transition and disability employment field. She is currently a Professor in the Department of Teaching and Learning at the University of Wisconsin – Milwaukee (UWM) and the President of TransCen... 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
    ML

    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
    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
    I am Chris Lenart and am a blogger and a public speaker. I am currently in Partners in Policymaking in Illinois (2019-2020). I was a programmer analyst at HSBC (1994-2009). In 2008, I received my Master's degree in Software Engineering from DePaul University.


    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
    avatar for Patricia Cottingham

    Patricia Cottingham

    Inclusive Education Lay Advocacy Coordinator, Disability Rights Nebraska
    avatar for Leslie Lipson

    Leslie Lipson

    Attorney, Lipson Advocacy: Educational, Legal and Strategy Specialist
    Talk to me about advocacy solutions using general educational and special education law, from a values-based foundation and mindset of presuming competence. My practice supports both attorneys and non-attorney advocates to succeed in school-based advocacy. Talk to me about grassroots... Read More →


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Kave Ballroom 1 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
    MM

    Megan Mann

    Clinical Consultant, Southwest Autism Research and Resource Center


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

    4:25pm

    Leisure/Recreation: A Key Quality of Life Indicator in Transition Education
    Limited Capacity seats available

    There are five major tenants in transition: academics, employment, independent living, community access, and leisure/recreation. Four of those are undeniably important, however, one could argue that to have a true quality of life, one must have enjoyable activities and groups to spend time with, respectively leisure/recreation.

    Presenters
    avatar for Amy Williamson

    Amy Williamson

    CrossingPoints Program Coordinator, The Unviersity of Alabama
    Amy Williamson, Ph.D., currently serves as the CrossingPoints Program Coordinator at The University of Alabama. She has worked with young adults with intellectual disabilities for over 15 years, both through the education system as well as other community based programing. Dr. Williamson’s... Read More →


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

    4:25pm

    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.

    Presenters
    avatar for Samuel Roux

    Samuel Roux

    Syracuse University - Taishoff Center for Inclusive Higher Education
    Brianna Shults and I represent the Taishoff Center for Inclusive Higher Education at Syracuse University. Our flagship program is InclusiveU. We empower 80+ students with developmental and intellectual disabilities to fully immerse themselves in academics and culture on campus. Ask... Read More →
    avatar for Brianna Shults

    Brianna Shults

    Internship and Employment Coordinator, Syracuse University - Taishoff Center for Inclusive Higher Education
    Internship and Employment Coordinator for InclusiveU’s Project SEARCH program. She holds a B.S. in Biology and a MSed, along with a teaching certificate, from Le Moyne College. She is currently pursuing a Masters in Public Administration. She comes to Syracuse University from a... Read More →


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

    4:25pm

    Practical Strategies for Doing Solidarity Work to Resist Ableism
    Limited Capacity seats available

    Disabled self-advocates and nondisabled family members, professionals, researchers, and policymakers often have the same ultimate goals in mind - meaningful opportunity, access, community integration, empowerment - but vastly different ideas of what those things mean or how to get there. Even experienced and committed advocates and attorneys often do not understand how they can best collaborate with and learn from people with disabilities ourselves in strategizing for social justice and civil and human rights, especially those of us with communication-related disabilities. In this session, we will examine strategies that disabled people straddling the worlds of policy, law, research, academia, and services have used successfully to bring self-advocacy and disability rights and disability justice frameworks into spaces where we are often excluded or only tokenized. We will cover approaches to grantwriting, service design and delivery, nonhierarchical coalition-building, and resource redistribution, among others.

    Presenters
    avatar for Lydia Brown

    Lydia Brown

    Justice Catalyst Fellow, The Bazelon Center for Mental Health Law
    Lydia X. Z. Brown is a disability justice advocate, organizer, and writer whose work has largely focused on violence against multiply-marginalized disabled people, especially institutionalization, incarceration, and policing. In collaboration with E. Ashkenazy and Morénike Giwa-Onaiwu... Read More →


    Friday December 6, 2019 4:25pm - 5:15pm
    Meeting Room: Ant 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.

    Presenters
    avatar for Brittni Sammons

    Brittni Sammons

    Inclusive Programming Specialist, Calvert County Public Schools
    avatar for Betsie Camilliere

    Betsie Camilliere

    Inclusive Programming Specialist, Calvert County Public Schools


    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.

    Presenters
    avatar for Katie Chandler

    Katie Chandler

    Project Consultant, Sangha Unity Network
    Katie is a Licensed Clinical Social Worker who works with Sangha Unity Network as a Project Consultant. Throughout her career, she has worked as a direct support professional, advocate, clinical supervisor, facilitator and consultant. Previously she directed the Developmental Disability... Read More →
    avatar for Michelle Schwartz

    Michelle Schwartz

    Sangha Unity Network
    Michelle began her career as a licensed Speech-Language Pathologist and focusedher skills on developing functional communication systems for individuals who use non-traditional communication methods. Her expertise is in supporting individuals who experience autism, developmental and... Read More →


    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
    avatar for Erin Smith

    Erin Smith

    Executive Director-Community Resources and Provider Relations, Inclusa, Inc.
    My name is Erin Smith, and I will be a first time TASH attendee this December. I work for a Managed Care Organization in Wisconsin, called Inclusa, Inc., where I support our Provider Network Department. Inclusa supports 15,000 individuals in Wisconsin with long-term care needs,and... Read More →


    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.

    Presenters
    avatar for Kathy Brill

    Kathy Brill

    Owner, Brill Consulting LLC


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

    4:25pm

    Inclusive Education Committee Meeting
    Come JOIN the Inclusive Education Committee or just come to find out what we are about. We will discuss our focus for the upcoming year in regards to our impact on information for the TASH website and to the TASH community at large. We are only as effective as the participation of our members! Come join us!

    Moderators
    avatar for Kathleen Becht

    Kathleen Becht

    Director of Florida Consortium on Inclusive Higher Education, University of Central Florida
    My interests focus on parent issues, literacy for students with intellectual disabilities, and inclusive postsecondary education (TPSID) High Expectations!

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

    4:25pm

    New England TASH Chapter Meet and Greet
    Come meet other members of TASH New England and share ideas and camaraderie in a relaxed format. Even if you can only stay for a short time, we'd love to see you!

    Presenters
    avatar for Laurie Kimball

    Laurie Kimball

    Director of Planning & Team Development, KFI
    Laurie Kimball is Director of Planning and Team Development for KFI, which has 4 offices in Maine. Laurie works with support teams to create opportunities for all people to live in typical homes, work in competitive jobs, nurture valued relationships, and be fully participating members... Read More →


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

    5:00pm

    AAC Users Meet and Chat
    This is an informal meet and chat for those who use devices, keyboards and letterboards to get to know others from around the country, and have discussions together!

    Moderators
    avatar for Amy Hanreddy

    Amy Hanreddy

    Associate Professor, Special Education, Cal State Northridge

    Friday December 6, 2019 5:00pm - 6:00pm
    Meeting Room: Thunder 2 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 Ballroom 3

    5:14pm

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

    Friday December 6, 2019 5:14pm - 6:30pm
    Akimel Ballroom 3

    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 Ballroom 3

    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 Ballroom 3

    5:15pm

    A Sex Education Course for Young Women with Intellectual Disabilities: What do they have to say?
    This presentation draws upon the narratives of young women with intellectual disabilities and their experiences in a sex education course. Their stories help us to understand their thoughts about taking sex education and how that course has shaped their knowledge and related outcomes in the area of sexuality and relationships.

    Presenters
    avatar for Amy Williamson

    Amy Williamson

    CrossingPoints Program Coordinator, The Unviersity of Alabama
    Amy Williamson, Ph.D., currently serves as the CrossingPoints Program Coordinator at The University of Alabama. She has worked with young adults with intellectual disabilities for over 15 years, both through the education system as well as other community based programing. Dr. Williamson’s... Read More →


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

    5:15pm

    Academic Inclusion at 4-year University: Perspectives from Students and Advice for Readiness
    This presentation will focus on student perspectives of their academic inclusion in a 4-year inclusive post-secondary educational program. Information about how students participate in rigorous coursework through development of an individual learning plan and how CCS provides direct support to instructors, peer mentors and academic coaches will be offered. Perspectives on the impact of academic engagement across all stakeholders will be shared. In addition, students will reflect on what changes are needed in high school to prepare for college and careers.

    Presenters
    avatar for Mary Morningstar

    Mary Morningstar

    Professor, Portland State University
    Dr. Mary E. Morningstar is an associate professor in the Department of Special Education at Portland State University and Director of the Transition Coalition, which offers online, hybrid and in-person professional development and resources for secondary special educators and transition... Read More →


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

    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.

    Presenters
    avatar for Lanya (Lane) McKittrick

    Lanya (Lane) McKittrick

    Research Analyst, Center on Reinventing Public Education
    I am a mother of 3 children with disabilities as well as a special education researcher. Because of my personal experiences, I went back to get my PhD in Special Education. My research interests are Family-Professional Partnerships, Deafblindness, Self-determination, Student-Led IEP... Read More →


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

    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
    avatar for Debra Curran

    Debra Curran

    Parent Advocate
    If someone had told me 5 or 6 years ago that I would become an active advocate, I would have laughed at them. Well, here it is today, and I unwittingly became a vocal advocate for disability rights when fighting to maintain my daughter's right to access to healthcare (through the... Read More →


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

    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 Lingyu Li

    Lingyu Li

    Graduate Student, University of Wisconsin-Madison
    avatar for Katie Barofsky

    Katie Barofsky

    Graduate Student, University of Wisconsin- Madison
    WX

    Weihao Xin

    Student, East China Normal University; UW-Madison
    NP

    Neha Pant

    University of Wisconsin - Madison
    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 Ballroom 3

    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 Ballroom 3

    5:15pm

    Applied Behavior Analysis and Inclusive Early Intervention/Early Childhood Education
    Recommended practices in providing applied behavior analysis services to infants and young children with autism indicate that early and intensive services tend to have the most positive outcomes. Behavior analysts are a relatively new profession to early intervention (EI) and early childhood special education (ECSE) teams, and there is a lack of guidance defining their role in supporting inclusive services. This poster will summarize and compare the scope of content and training for behavior analysts and EI/ECSE. We will also identify the strengths of each profession. Based on this comparison and analysis, we will conclude the poster with recommendations for the role of behavior analysts in EI/ECSE service delivery with an emphasis on practices that promote inclusion of infants and young children with autism in natural environments.

    Presenters
    PS

    Patricia Sheehey

    Associate Professor, University of Hawaii Manoa
    early childhood education, families, cultural issues
    MJ

    Mary Jo Noonan

    Professor, University of Hawaii at Manoa


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

    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.

    Presenters
    NA

    Natalie Andzik

    Assistant Professor, Northern Illinois University


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

    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 Ballroom 3

    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 Ballroom 3

    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
    avatar for Heather Allcock

    Heather Allcock

    Assistant Professor, Providence College


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

    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.

    Presenters
    YW

    Yi-Chen Wu

    Research Associate, University of Minnesota


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

    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 Stacy Dymond

    Stacy Dymond

    Professor, University of Illinois at Urbana-Champaign
    Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →
    avatar for 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 Ballroom 3

    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 Ballroom 3

    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 Ballroom 3

    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 Ballroom 3

    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
    avatar for Stacy Dymond

    Stacy Dymond

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

    Julia Snider

    University of Illinois at Urbana-Champaign


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

    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 Ballroom 3

    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
    avatar for Grace Francis

    Grace Francis

    Assistant Professor, Special Education, George Mason University


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

    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.

    Presenters
    avatar for Anne Papalia

    Anne Papalia

    Shippensburg University
    avatar for Jean Papalia

    Jean Papalia

    QPR Suicide Prevention, Safe Communities Madison-Dane County
    I am a retired police officer with a passion for taking on the tragedy of suicide. Please talk to me about the role we all have in solving suicide--stigma, lethal means, gatekeeper training--is there more we can do?


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

    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.

    Presenters
    avatar for Stacy Dymond

    Stacy Dymond

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

    Meghan Burke

    Associate Professor, University of Illinois at Urbana-Champaign


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

    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 extensive support needs in Atlanta... Read More →
    avatar for Kristin Joannou Lyon

    Kristin Joannou Lyon

    Research Associate, University of Kansas


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

    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 Ballroom 3

    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
    avatar for Meaghan McCollow

    Meaghan McCollow

    Assistant Professor, California State University East Bay


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

    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 Ballroom 3

    5:15pm

    Large Group Video Modeling to Increase Social Interactions in Inclusive Classrooms
    For some young children with disabilities, learning appropriate social skills takes direct and explicit instruction for both the child and their classroom peers. Implementing a class wide video modeling intervention demonstrated a functional relation and very high positive effects in increasing social interactions post intervention. Results generalized to the playground.

    Presenters
    JB

    Jennifer Buchter

    Professor, Eastern Illinois University


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

    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
    KH

    Kathryn Haughney

    Georgia Southern University
    LJ

    Lizzie Juaniza-Saso

    Transition Associate, Yang Tan Institute on Employment and Disability at Cornell


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

    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.

    Presenters
    SH

    Sharon Head

    Doctoral Candidate, University of New Mexico


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

    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
    avatar for Nowara Faraj Abudabbous

    Nowara Faraj Abudabbous

    New Mexico State University
    This is Nowara Abudabbous a doctoral student and a graduate teaching assistant at New Mexico State University. Nowara received her Master’s degree in learning difficulties. Her research interests are identifying teachers’ challenges and supporting students’ unique needs. In... Read More →


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

    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.

    Presenters
    YW

    Yi-Chen Wu

    Research Associate, University of Minnesota


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

    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
    avatar for Anne Papalia

    Anne Papalia

    Shippensburg University


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

    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.

    Presenters
    NA

    Natalie Andzik

    Assistant Professor, Northern Illinois University


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

    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 Ballroom 3

    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 Ballroom 3

    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 Ballroom 3

    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
    KL

    Kristin Lucas

    Special, ICCSD


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

    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 Ballroom 3

    5:15pm

    Shared Experience: Mentors' Reflection on Supporting Students with Intellectual Disabilities on College Campuses
    This presentation will highlight and discuss case study research giving voice to individual mentors involved in a college campus transition program. The mentors support students with intellectual disabilities on a college campus with social and academic development. Through the mentor voices, the participants will hear how the program has impacted their own lives and perspectives on disability. These new perspectives benefit mentors, mentees, and college campuses, allowing for a more diverse and inclusive post-secondary environment.

    Presenters

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

    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 Stacy Dymond

    Stacy Dymond

    Professor, University of Illinois at Urbana-Champaign
    Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →
    avatar for 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 Ballroom 3

    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
    avatar for Katie Barofsky

    Katie Barofsky

    Graduate Student, University of Wisconsin- Madison


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

    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
    SH

    Sharon Head

    Doctoral Candidate, University of New Mexico


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

    5:15pm

    Supporting Diverse Student in Early Childhood Special Education Teacher Preparation Programs
    Early childhood special educators work with diverse families. The skills to implement family-centered practices, build on family capacity, and collaborate with families across systems is critical for positive child and family outcomes. One way to increase and support a diverse early childhood workforce is to address barriers in higher education.

    Presenters
    JB

    Jennifer Buchter

    Professor, Eastern Illinois University
    CM

    Cori More

    University of Nevada Las Vegas


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

    5:15pm

    Supporting Intentional Communication Skills for Individuals with Severe Disabilities
    In social interaction, exclusion arises when conditions are provided that certain children do not have the capability to meet. Such excluding communication situations pose problems for an increasing amount of children with complex communication needs and severe disabilities (Brady, Snell, & McLean, 2016). It is generally recognised that more effective communication interventions are needed to preserve their right to communicate. In the development of pre-symbolic communication, the concept of communicative intentionality has attained central place (Camaioni, 2017). Due to intentional communication skills like requesting a desired object or expressing personal preferences, the child identifies a relation between his communicative acts and the communicative reaction of his social environment in its daily interactions (Burgoon, Guerrero, & Floyd, 2016). A thorough investigation of communication interventions is important first step to support children with severe disabilities in the development of intentional communication. In daily life, the realisation of these interventions requires specific pedagogical conditions of intervention and support (e.g. participation of the parents). In our study we aim to evaluate these pedagogical conditions of the development of intentional communication of children with severe disabilities. Within our Reflexive Grounded Theory Methodology (Breuer, Muckel & Dieris, 2018) framework, we combine expert interviews (1), a systematic review of interventions (2) and an observational study (3) in three survey cycles. To determine these conditions, we will ask 21 experts in the field of intentional communication (e.g. speech therapists), how an ideal pedagogical intentional communication intervention for children with severe disabilities should be designed. Results of the first survey cycle show that the experts relied more on proximal interventions (e.g. expressions and gestures) than on the use of digital AAC devices to promote intentional communication. Citing Literature: Brady, N., Snell, M. E., & McLean, L. (2016). What Is the State of the Evidence? In R. A. Sevcik & M. A. Romski (Eds.), Communication Interventions for Individuals with Severe Disabilities. Exploring Research Challenges and Opportunities (S. 3-14). s.l.: Brookes Publishing. Burgoon, J. K., Guerrero, L. K., & Floyd, K. (2016). Nonverbal communication (2. Auflage). New York: Routledge. Camaioni, L. (2017). The development of intentional communication: a re-analysis. In J. Nadel & L. Camaioni (Eds.), Psychology Library Editions: v.8. New Perspectives in Early Communicative Development (1st ed., S. 82-96). Milton: Taylor and Francis. Breuer, F., Muckel, P., & Dieris, B. (2018). Reflexive Grounded Theory: Eine Einführung für die Forschungspraxis (3., vollständig überarbeitete und erweiterte Auflage). Lehrbuch. Wiesbaden: Springer. Retrieved from http://nbn-resolving.de/urn:nbn:de:1111-201705064549.

    Presenters

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

    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.

    Presenters

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

    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.

    Presenters
    avatar for Will Fried

    Will Fried

    I am college student with a disability at Salisbury University on the autism spectrum that educates people on what colleges should do to better help students with disabilities.


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

    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 Ballroom 3

    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 Ballroom 3

    5:15pm

    Using Behavior Momentum and Explicit Instruction to Build Sight Word Recognition for Students with Intellectual Disabilities
    Young adults with intellectual disabilities (ID) have many times given up on acquiring basic reading skills even though they have the potential. Supporting young adults with high expectations using explicit instruction and behavior momentum, learning can occur. This presentation will demonstrate how to use behavior momentum in combination with time delay response prompting to teach young adults basic reading skills.

    Presenters
    avatar for Amy Williamson

    Amy Williamson

    CrossingPoints Program Coordinator, The Unviersity of Alabama
    Amy Williamson, Ph.D., currently serves as the CrossingPoints Program Coordinator at The University of Alabama. She has worked with young adults with intellectual disabilities for over 15 years, both through the education system as well as other community based programing. Dr. Williamson’s... Read More →


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

    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 Candidate, Vanderbilt University
    Currently ABD, I will complete my doctoral program in special education atVanderbilt University in August 2020. My program emphasis has been in the areas of intellectual and developmental disabilities (IDD), visual impairment (VI), social-focused interventions, and educational research... Read More →
    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 Ballroom 3

    5:30pm

    Self Advocacy Jeopardy Trivia Game
    Join us to be part of our Self Advocacy Jeopardy trivia game. Participants will work together in teams to answer trivia questions about disability issues and other fun categories. Teams will be chosen on a first-come first serve basis so get there early. Prizes will be given to the winning team so good luck to all!

    Moderators
    avatar for Juliana Huerena

    Juliana Huerena

    Operational Manager, SABE/SWI

    Friday December 6, 2019 5:30pm - 6:45pm
    Meeting Room: Quail 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    7:00pm

    #2019TASHbash Dance - A Celebration of Inclusion
    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
    Akimel Ballroom 4 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226
     
    Saturday, December 7
     

    7:30am

    Research and Publication Committee Meeting
    RPSD Practitioner Journal Research Colloquium

    Moderators
    avatar for Jennifer Kurth

    Jennifer Kurth

    Associate Professor, University of Kansas
    Inclusive Education
    avatar for Fred Spooner

    Fred Spooner

    Professor, UNC Charlotte

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

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

    ABLEnow
    Amazing Artists
    American Association on Intellectual and Developmental Disabilities (AAIDD)
    ANCOR
    APSE National
    Arizona Developmental Disabilities Planning Council
    Becca's Alpacas
    Books by Ethan Sarem
    Broadreach Training and Resources
    Brookes Publishing Co.
    Cal-TASH
    D.A.M.E.S. (Differently Abled Mothers Empowerment Society)
    Dare 2 Dream
    Disability Law Center
    Disability Rights Ohio
    Hannah's Essentials, LLC
    Institute on Community Integration, University of Minnesota
    MassMutual
    My Compass Planning, Inc.
    Rob's Be Cool Stone Creations
    RocketChair Productions
    Seanese T's
    Self Advocates Becoming Empowered (SABE)
    Share Your Blessings
    STRIVE WorldWIDE
    The Arc of the United States
    Think College

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

    8:00am

    Included. Supported. Empowered. Story Room
    TASH is excited to partner with the ANCOR Foundation’s Included. Supported. Empowered. campaign to gather stories of people with disabilities, their family members and other disability advocates who are making a significant difference in people’s lives and communities. The video footage we gather will be used in our collective efforts to show the world the importance of investing in people with intellectual and developmental disabilities and the supports that enable community inclusion possible.

    Telling your story is easy and fun, and is a great way for you to become an advocate! To tell your story, stop by the ANCOR exhibit table (Akimel Ballroom 1) to sign up!  Videotaping will take place in the meeting room, Butterfly, located on the third level (near the hotel's reservation check-in desk) of the Sheraton Grand at Wild Horse Pass on Saturday, December 7 from 8 am-4 pm.

    Presenters
    avatar for Sean Luechtefeld

    Sean Luechtefeld

    Communications Director, ANCOR
    Check out my session on the why and how of telling your personal story as a disability advocate. Stop by the Included. Supported. Empowered. Story Room on Saturday to go on camera and show the world why supporting people of all abilities is essential. And, visit the ANCOR booth in... Read More →


    Saturday December 7, 2019 8:00am - 4:00pm
    Meeting Room: Butterfly (Third Level) 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

    8:00am

    Relaxation Room/Lounge
    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.

      Presenters
      avatar for Leslie Lederer

      Leslie Lederer

      Vice President, Florida TASH
      Leslie Martin Lederer was a Disability Rights Advocate for 2 Protection and Advocacy’s and worked with children and youth as a teacher, inclusion facilitator, counselor, residential supervisor and advocate. She presents workshops on a variety of topics including Special Education... Read More →


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


      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"; and "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


      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

      Postdoctoral Research Fellow, 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 Joannou Lyon

      Kristin Joannou 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
      avatar for Sarah Skinner

      Sarah Skinner

      I am a doctoral student in the Faculty of Education at the University of British Columbia, studying under the supervision of Dr. Jennifer Katz and Dr. Janet Jamieson. My research interests focus on participation of students with significant disabilities in inclusive classrooms and... Read More →


      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 Jennifer L. Bumble

      Jennifer L. Bumble

      Assistant Professor of Special Education, University of Missouri St. Louis
      Jennifer Bumble is an assistant professor of special education at the University of Missouri-St. Louis. Previously, Jennifer worked as a special educator in Texas and an ESL educator in South Korea. Jennifer also worked as an educational consultant with the Vanderbilt Kennedy Center... Read More →
      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.

      Presenters
      avatar for Sarah Hall

      Sarah Hall

      Research Associate, University of Minnesota
      avatar for Zach Rossetti

      Zach Rossetti

      Associate Professor, Boston University Wheelock College of Education & Human Development
      Zachary Rossetti, Ph.D., is an Associate Professor of Special Education in the Boston University Wheelock College of Education & Human Development. His research examines the experiences of families with children with intellectual and developmental disabilities, including autism, by... Read More →
      avatar for Meghan Burke

      Meghan Burke

      Associate Professor, University of Illinois at Urbana-Champaign


      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

      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 Tracy Thresher

      Tracy Thresher

      Mentor and Communication Consultant, Washington County Mental Health
      Tracy Thresher is a native Vermonter who lives and works in Vermont. Tracy began using Facilitated Communication in 1990 and was one of the first individuals with autism in Vermont to be introduced to the method. He has presented at local, statewide and national workshops and conferences... Read More →
      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.

      Presenters
      avatar for Melanie Bailey

      Melanie Bailey

      Inclusion/SLD Teacher, Mesa Public Schools
      I have been in public education for 29 years. I have a dual degree in Elementary and Special Education with a Masters in Elementary Education (all from Northern Arizona University). My calling is truly in the realm of special education and I am a tremendous advocate of inclusive... Read More →


      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 have 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
      avatar for Brittni Sammons

      Brittni Sammons

      Inclusive Programming Specialist, Calvert County Public Schools
      avatar for Betsie Camilliere

      Betsie Camilliere

      Inclusive Programming Specialist, Calvert County Public Schools


      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 Shari Hopkins

      Shari Hopkins

      Assistant Professor, Western Oregon University
      avatar for Stacy Dymond

      Stacy Dymond

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


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

      9:35am

      Meaningful Mathematics Instruction for Students with Intellectual Disability
      Limited Capacity seats available

      In this presentation, we will present our work on combining evidence-based practices within the Concrete - Semiconcrete - Abstract instructional framework to teach students with intellectual and developmental disabilities to solve additive, result-unknown word problems in inclusive general education mathematics classrooms. We will also present our findings on the impact of the intervention on student strategy use as well as the social validity of the intervention, as reported by paraprofessionals and teachers.

      Presenters
      avatar for Jessica Bowman

      Jessica Bowman

      Doctoral Candidate, University of Utah


      Saturday December 7, 2019 9:35am - 10:25am
      Meeting Room: Kave Ballroom 3 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
      avatar for Erin Leveton

      Erin Leveton

      Director, Alvarez & Marsal
      avatar for Morgan Whitlatch

      Morgan Whitlatch

      Legal Director, Quality Trust for Individuals with Disabilities
      Morgan K. Whitlatch is the Legal Director of the Quality Trust for Individuals with Disabilities, an independent, non-profit advocacy organization that has been advancing the interests of D.C. residents with developmental disabilities since 2002. Morgan has devoted her legal career... Read More →


      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.

      Presenters
      avatar for Stacey Wargowsky

      Stacey Wargowsky

      Director of Care Management Support, Inclusa
      Stacey Wargowsky is the Director of Care Management Support at Inclusa which is a MLTSS program in the state of Wisconsin. Stacey has over a decade of experience in the long-term care industry and has held various leadership roles.


      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
      avatar for Nanette Vanderford

      Nanette Vanderford

      Total Living Concept
      avatar for Angela Zold

      Angela Zold

      Director IE/CI, Total Living Concept


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

      9:35am