2019 TASH Conference

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.

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.

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.

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.

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

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

"You are the sum total of the people you meet and interact within the world. Whether it’s your family, peers, or co-workers the opportunities you have and the things you learn all come through doors that other people open for you." —Tanner Colby

We will present how SEEC has strategically utilized the concepts of social capital to foster diverse relationships and develop opportunities for 22 people with intellectual disabilities to thrive in their own home. This workshop will provide the audience with the concepts and tools to intentionally use social capital in helping build a robust life for people with intellectual disabilities.

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

Family members have the potential to be strong advocates and supporters for people with disabilities in employment. Job seekers with disabilities often have close relationships with their parents, siblings, and/or extended family members who can provide important insights into their strengths, abilities, and preferences related to employment. Bringing together job seekers with disabilities, their family members, and employment specialists increases the potential for identifying employment opportunities and supporting inclusion in the workplace through their diverse perspectives and experiences. The purpose of this presentation is to describe specific considerations and strategies, identified through research and personal experiences, to support the involvement of family members in employment teams. To work more closely with families, employment specialists need to understand the changing roles of family members in relation to the person with a disability and the potential family dynamics in decision-making. Professionals should provide information about disability services, person-centered approaches, and related employment resources. To work more collaboratively, professionals should identify strategies and resources to support the involvement of family members in employment planning. Family interactions and suggestions to enhance involvement will be described.