2019 TASH Conference

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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

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

While the Individuals with Disabilities Education Act has ensured the rights of students with disabilities to a free and appropriate education in the least restrictive environment over the last 40 years, our education system continues to struggle to effectively provide these students, including those who have significant support needs, with an education in classrooms alongside their same-age peers without disabilities. Efforts to improve the quality and effectiveness of inclusive education include changes to State teacher credentialing requirements and subsequently teacher preparation programs. For example, the California Commission on Teacher Credentialing recently adopted new general education teacher performance expectations in Fall 2017 that increased what general education teachers are required to know and do with regard to meeting the needs of students with disabilities in their classrooms. In response, faculty in the special education, single subject and multiple subject credential programs at California State University, Sacramento collaborated to make changes to their respective programs to improve training in inclusive practices. These revisions include the integration of foundational knowledge of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) into initial credential coursework and the creation of an advanced course to be taken by general and special education preservice teachers together. This course focuses on strategies specific to serving all students in their least restrictive environment with an emphasis on co-planning, co-teaching, problem solving, social-emotional learning, differentiated instruction, roles and responsibilities of special and general education teachers, peer mediated learning strategies, assistive technology, adaptations, accommodations, and modifications of standards and learning outcomes for students with disabilities. This presentation will share the preliminary findings of a multi-year project exploring the beliefs, attitudes, concerns and self-efficacy of general and special education preservice teachers with regard to inclusive education and how these may change over time as the preservice teachers experience coursework and instruction on evidence-based interventions and instructional strategies to create safe and caring, culturally responsive classroom communities. Specifically, the focus will be on the data from surveys completed by one year's cohorts of preservice general and special educators at the beginning, middle and end of their credential programs. Insights and implications for preservice general and special education teacher preparation will be discussed. This research session directly aligns with the 2019 Conference theme, "Building Diverse and Inclusive Communities." In particular, the session seeks to share the diverse perspectives of preservice general and special educators with regard to inclusive education and to inform teacher preparation programs about providing future general and special educators with key dispositions, knowledge and skills in order to provide equitable and inclusive educational opportunities to all students.

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

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

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

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

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

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

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

This proposal will discuss the importance of implementing transition strategies from the earliest grades through post-secondary settings. Research has pointed out the need to increase retention in school, especially for those living in poverty and/or those with a disability (Pace & Garcia, 2016). Strategies for increasing student success in school from early elementary through post-secondary setting will be discussed.

Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements (Kleinert et al., 2015; Kurth, Morningstar, & Kozleski, 2014). This study explores justifications of LRE placement decisions for students with SSN through a critical qualitative analysis. Using qualitative methodology situated in a critical geography framework, three types of placement decisions for students with SSN were identified. Students with SSN were most often offered conditional placements and less frequently closed or open placements. Rationales for LRE decisions revealed barriers to accessing general education contexts related to hidden power dynamics, attempts to maintain social norms, and the use of ambiguous terminology. This research illuminates inequities relating to education placement decisions for students with SSN and recommends changes to policy and practice in order to build more inclusive school communities.

Research shows that being included in the general education classroom is optimal for most neurodiverse learners. More importantly, if we want children to learn how to function in society, these early interactions with their typical peers are important and lay the groundwork for later success. For teachers the thought of having one more kid with "special" needs or IEP goals to tend to can be overwhelming. Research also shows that parent involvement is an integral component for a student's trajectory in school. In this talk, I will discuss the many ways that parents can support not only an inclusive classroom, but an inclusive school and community. I will provide examples and resources for teachers across grade levels K-12.

Diversity and inclusion are hot-button issues in American society today, where marginalized people - people of color, women, and people with disabilities are demanding equity, representation, and respect in their communities, in the media, and across the world. This is no different in the boardroom. Though many people benefiting from the services and programming of nonprofit organizations are disenfranchised people, most nonprofit board members are unaffected by the issues faced by those served by the organizations they oversee. Nonprofit boards of directors have a long way to go with ensuring that the people their organizations support have representation and an equal voice at the table. Some boards have no people with disabilities serving on them, whilst others have a single person with a disability who may or may not be a fully engaged and contributing board member. When people with disabilities are not supported to authentically participating on the boards they are sitting on, they are used to give the external illusion of equity. People with disabilities — like anyone else — have the inherent right to autonomy, informed decision-making, and contributing to their communities. In soliciting and grooming board members with disabilities, nonprofit organizations and their missions become transparent, authentic, and compelling to beneficiaries and allies.

We know that general and special education teachers are critical to creating inclusive, diverse and equitable learning environments for all learners. What do pre-service candidates perceive are the abilities of students identified with low incidence disabilities? Can these perceptions change as a result of coursework and field experiences? This session will provide attendees with an opportunity to see how coursework and fieldwork focused on research based strategies can change pre-service candidates perceptions of student abilities (e.g.,to learn academic content, communicate effectively) and result in inclusive, equitable classrooms for all learners.

Maryland's implementation of 1915k Community First Choice (CFC) has created significant challenges for individuals with developmental disabilities who are also eligible for HCBS waiver services. At the heart of the issue is whether the State is facilitating or inhibiting people's independence and ability to access the community as desired. Limitations in CFC along with restrictions in personal supports available under the DD waiver are creating systemwide problems, as people with the most significant disabilities are funneled into less flexible, limited CFC services with serious impacts on community inclusion, self-direction, and quality of services.