AHEAD 2008
Concurrent Sessions
The AHEAD 2008 Conference offers a number of informative concurrent
sessions arranged in Topical Tracks.
While you may choose any session that you’d like, we offer
these themes for those who want to explore particular topics
in depth. Words in italics after each description indicate the topical
tracks and
areas.
Pre-selection of sessions you will attend is required. Please review the following session information below or online, choose the one session during each block that you will attend, and indicate those choices on your Conference Registration Form.
- Concurrent Block One
- Concurrent Block Two
- Concurrent Block Three
- Concurrent Block Four
- Concurrent Block Five
- Concurrent Block Six
- Concurrent Block Seven
- Concurrent Block Eight
- Concurrent Block
Nine
Concurrent Block One
Wednesday, July 16th 11:30 am –
1:00 pm
#1.1 Alternate Math: Strategies for Accessible Math for the
Web and Alternate Formats
Sean Keegan, California Community Colleges, HTCTU
MathType and Scientific Notebook
are just two applications that can be used to create MathML-based Web pages
as well as
support the transformation to alternate formats, such as
Nemeth Braille. Hands-on activities
will be conducted to inform participants how to format and
process math content into formats usable by students with
disabilities.
Audience:All
disability and technology
#1.2 Tools and Strategies to Adapt
to Changes in Support During Overseas Study
Olivia Emilia, National Clearinghouse Disability and Exchange,
MIUSA
Rebecca Ritter, University of North Carolina, Chapel Hill
Ross E. Colgate, SIT Study Abroad
An increasing number of students
with disabilities are participating in overseas programs, and while abroad,
these students may
encounter changes in how disability is viewed and accommodated.
This session presents tools
students can use to prepare for study abroad experiences,
and discusses strategies professionals can use for advising both
students going abroad
and colleagues in the overseas study office.
Audience: All
disability and the academic curriculum
#1.3 Disability within Diversity:
The Challenges and Opportunities of an Intersectional Approach
Ruth Warick, University of British Columbia
Janet Mee, University of British Columbia
The formation of Access and Diversity at UBC in 2003 marked
the creation of a unique model in student affairs in Canada.
Disability services was combined with other social justice
units which involved a
paradigm shift to an intersectional approach which recognizes
that disability intersects with race and ethnicity, gender,
and sexual orientations. The
implications of this approach will be discussed.
Audience: Intermediate
disability and diversity
#1.4 Success or Access: Why Am
I Making These Accommodations?
Jane Jarrow, Disability Access Information and Support
These days, service providers seem more focused on legal compliance
than functional limitations when it comes to assigning accommodations.
In doing so, we may be creating our own problems in decision-making,
justification, and usefulness of the accommodation. It’s time
to go back to basics and
examine WHAT the accommodation is, WHY we are making it, and
WHO should get it!
Audience: All
students with disabilities and disability service centers
#1.5 Taking it to the Next Level:
Universal Design in Graduate School
Nina Ghiselli, Alliant International University
Heather Wilson, Alliant International University
Celia Lopez, Alliant International University
Kirk Ditterich, graduate student
As students with disabilities acquire higher levels of education,
graduate programs need to address their needs. Traditional
modes of study have excluded students with disabilities by
their very design. This program
will discuss ways to implement universal design to address
the barriers
encountered in graduate schools and programs focused on professional
training.
Audience: Intermediate
disability and graduate/professional programs
#1.6 In and Out: Transitions for
Students with Autism Spectrum Disorders
Jane Thierfeld Brown, University of Connecticut School of Law
Lorraine Wolf, Boston University
Ruth Bork, Northeastern University
Transition for this population is a very difficult task since
routine and rituals are strong and significant. Our session
will discuss both the transition into higher ed and some useful
models and the transition
out to the world of work, and models. We will present specific
cases, how the transition was handled and how it can be improved.
Audience: All
higher education and transition
#1.7 Winning with People: Effective
Strategies for Supporting Student-Athletes with Disabilities
Kimberly Doran, The Ohio State University
Caitlyn McCandless, The Ohio State University
This presentation will demonstrate how collaboration between
the Office for Disability Services and Student-Athlete Support
Services has created a system that helps student-athletes who
have been diagnosed
with a disability become successful in the classroom. You will
leave with an understanding of how experience-proven methods
have been effective in
working with the diverse population at The Ohio State University.
Audience: All
disability and the co-curriculum
#1.8 Intersect Affirmation and
Commitment to Achieve Access for Student Veterans with Disabilities
Cheryl Branker, North Carolina State University
Moses Gloria, US Department of Veterans Affairs
Many veterans of the Iraq and Afghanistan conflicts are returning
to institutions of higher learning as students with physical
and/or mental impairments. This presentation will explain how
the Disability Services
Office at NC State University and its regional Department of
Veterans Affairs affirmed and expressed their unified commitment
to a new generation of
student veterans.
Audience: All
disability and external forces
#1.9 Fostering a Collaborative
Relationship with Legal Counsel: Benefits and Strategies
Angela Stowe, The University of Alabama at Birmingham
Allison Solomon, The University of Alabama at Birmingham
Let’s face it, Disability Services offices exist to ensure
that institutions are complying with the law. As a result,
our jobs frequently intersect with issues that require legal
expertise. While we may be thoroughly
trained in the ADA and Section 504, having a strong collaborative
relationship with legal counsel can provide much-needed support,
credibility, leverage,
and legal expertise. This presentation will discuss strategies
and provide examples of how a strong relationship with legal
counsel can enhance your
program.
Audience: All
the disability service professional and legal issues
#1.10 Disability and Spirituality:
A Complex Intersection
Melanie Gangle, University of Portland
Kathy McGillivray, Bethel University
While disability services providers are primarily concerned
with the academic and student development aspects of college
life, it is critical to understand that many students have
a faith tradition which
may affect their experience of disability in a variety of ways.
In this thought-provoking session, the presenters will facilitate
a panel discussion
that explores the intersection between the individual and
group experience of disability, and faith/spirituality. Panelists
will represent a variety of faith traditions.
Audience: All
disability and external forces
Concurrent Block Two
Wednesday July 16th 2:30 pm – 3:30 pm
#2.1 Selecting Software for Students
with Learning Disabilities: An Online Educational Resource
Jayme Johnson, California Community Colleges, HTCTU
Selecting appropriate educational
software for students with learning disabilities can often be a difficult
and complicated
process. This online resource helps faculty identify appropriate
and effective educational
software to deal with specific cognitive deficits as identified
through the common learning disability testing instruments.
Learn how this resource
came to be created, and how you can use it.
Audience: All
disability and technology
#2.2 Diversity in Action: Applications
of Universal Design for Learning in Higher Education
Mari Guillermo, San Diego State University
Bobbie J. Atkins, San Diego State University
Institutions must be equipped to meet the needs of an increasingly
diverse student population, including students with disabilities.
This presentation will highlight innovations at higher education
institutions that embrace diversity through the active application
of universal design
for learning principles. The collaborative nature of an Asset-Oriented
model along with the capitalization on individual expertise
will also be presented.
Audience: All
disability and the academic curriculum
#2.3 An Introductory Discussion
of Disability in Diverse Cultures
Carlie Andrews, Capella University
Cultural competence. Have you got it? In an ever diversifying
world,
disability service providers must offer their services in ways
that meet the needs of their students in culturally competent
ways. This session will talk about how various cultures view
disability and will provide
a chance to discuss some of the challenges encountered when
serving a diverse student body.
Audience: Intermediate
disability and diversity
#2.4 The Dual Role of the Disability
Service Provider: Access for Students with Psychiatric Disabilities, Part
I
Aaron Cohen, University of California, Berkeley
Barb Blacklock, University of Minnesota
This interactive session is Part I of a two-part session. The
presenter will provide an overview of best practices in determining
disability and facilitating reasonable accommodations for students
with psychiatric
disabilities. The presenter will use case scenarios to provide
an opportunity for the participants to apply the concepts.
Audience: All
students with disabilities and disability service centers
#2.5 Conversations about Graduate
School and Learning Disability: An Inclusive Research Model
Jacqueline Leber, Teachers College, Columbia University
Susan Baglieri, Long Island University-Brooklyn
Conversations about Learning Disabilities and Graduate School
center on the self-told stories of graduate students who identify
as LD, and culminates in a website that highlights the issues
and concerns that
our participants felt were important to tell. Our research
design included a mentored relationship and partnership between
LD and non-LD researchers
to forefront a value for collaboration among many stakeholders
in learning disability research.
Audience: All
disability and graduate/professional programs
#2.6 Community Colleges: Connecting
Students to Careers?
Curtis Richards, Institute for Educational Leadership
Community colleges work with employers to ensure that programs
and curricula are serving the needs of the local economy and
they provide career services to its students. This panel will
discuss a recent study
of how those services are connected together or not and how
the disability student services offices can connect, leading
to jobs for students with
disabilities.
Audience: Intermediate
higher education and transition
#2.7 It’s Greek To Me!: The Unofficial
Guide to Fraternities and Sororities
Marcus Engel, Missouri State University (alum)
When you think of the Greek system, what comes to mind? Beer?
Money? Popularity? Fraternities and sororities have long been
known as an integral, yet exclusive, part of campus society.
Where does this aspect
of college co-curriculum fit regarding the DS office? Marcus
Engel explores all aspects of Greek life, especially as it
relates to persons with disabilities.
Audience: All
disability and the co-curriculum
#2.8 Departmental Accessibility
Resource Coordinators (DARCs): A Network Approach to Changing Campus Climate
Aura Hirschman, University of Wisconsin, Milwaukee
Roger O. Smith, University of Wisconsin, Milwaukee
This workshop explores organizational change theory and practice
targeting a piloted strategy to infuse universal design for
the educational benefit of all students with disabilities.
The establishment of a campus
wide departmental network of Departmental Accessibility Resource
Coordinators (DARCs), along with ideas for training and dissemination
activities, will
be presented by representatives from college campuses which
have successfully utilized this method.
Audience: All
disability and the policy environment
#2.9 Students with Disabilities
in Postsecondary Education: Barriers to Success and Implications for Professionals
Adrianne Johnson, Mount Mary College
Speaker discusses the culture of the disabled college student
regarding attitudinal, physical, and support barriers encountered
in the postsecondary educational environment. Presentation
addresses how a) physical
barriers, b) use of student services, c) faculty attitudes,
and d) peer attitudes impact postsecondary psychosocial adjustment
and influence academic
achievement.
Audience: Intermediate
the disability service professional and legal issues
#2.10 Disability and Policy Making
Process in India
Gajendra Karna, Jawaharlal Nehru University
This presentation makes a modest effort to critically examine
the policy-making and implementation processes in thedisability
sector in India, and assess the involvement and participation
of the disabled with certain discernible trends. It also analyses
the ramifications of
the global disability rights movement on development of plans
and schemes for the disabled since independence.
Audience: All
disability and external forces
Concurrent Block Three
Wednesday July 16th 4:00 pm – 5:30 pm
#3.1 Affordable Reading Systems
Gaeir Dietrich, California Community Colleges, HTCTU
Jayme Johnson, California Community Colleges, HTCTU
Growing numbers of students with print disabilities are requesting
e-text and audio versions of instructional materials. While
some e-text and audio format players come with big price tags,
there is software available
at low cost or even free of charge. Learn more about the features
and usability of these inexpensive products and where you can
find them.
Audience: All
disability and technology
#3.2 A Systems Approach to Altering
One University Context: Productive Learning u Strategies (PLuS)
Christopher Murray, University of Oregon
Carol Wren, DePaul University
Judith Kolar, DePaul University
In this presentation we describe
an innovative university training program which is designed to alter the
context of one four-year
university. The approach is guided by a systems change perspective
and targets university
faculty and staff as agents for institutional change. This
presentation will bring together a panel of presenters who
have participated in implementing
training activities and is designed to support students with
LD within the university context by improving faculty and staff
understanding about
students with LD. The project is a university-wide training
effort that targets all faculty and staff within the institution
and it has three primary
components: 1. A train-the-trainer model for faculty, staff,
and administrators from all departments and offices throughout
the university; 2. The distribution
of print, video and technological resources to faculty, staff
and administrators; 3. A customized,
individualized web-based support system for faculty who currently
teach students with disabilities
in their classrooms.
Audience: All
disability and the academic curriculum
#3.3 Developing, Maintaining and
Repairing Campus Intersections.
Grady Landrum, Wichita State University
Julie Bunch, Ozark Technical Community College
Martha Lewis, Wichita State University
Kathy Stewart, Wichita State University
In our jobs we must intersect with
people at all levels of our institutions to ensure students have the proper
access
to our programs. These relationships are often fragile and
need constant attention. This
panel will share their successes, failures, and lessons learned
in their combined 45+ years of providing services. Time will
be provided for Q&A
in this fun informal
setting.
Audience: Novice
students with disabilities and disability service centers
#3.4 The Dual Role of the Disability
Service Provider: Access for Students with Psychiatric Disabilities Part
II
Barbara Blacklock, University of Minnesota
This interactive session will focus
on using the concepts from Universal Design to improve campus access for
students with
psychiatric disabilities. Participants will have an opportunity
to identify strategies
to use on their campuses and to begin development of a campus
workplan to proactively address student mental health on
their campus.
Audience: All
students with disabilities and disability service centers
#3.5 Law Students with Disabilities:
Getting In and Getting Through
Jane Thierfeld Brown, University of Connecticut, School of
Law
Abel Montez, Fordham School of Law
Ellen Swaim, Vermont Law School
Kim Dempsey, Law School Admissions Council
Students with disabilities interested in law school face barriers
in accessing accommodations on qualifying exams and securing
accommodations in classes and on exams. How do service providers
mitigate the impact of
the environment while maintaining the intergrity of a rigorous
curriculum? A panel will discuss how this process unfolds at
three different law schools,
and the professional who determines exam accommodations on
the LSAT will discuss these interesting and sometimes difficult
issues.
Audience: All
disability and professional/graduate programs
#3.6 Job Search Strategies for
a Smooth Transition from School to Work
Karen Downs, Rochester Institute of Technology
John Macko, Rochester Institute of Technology
Encouraging deaf and hard of hearing students to make a smooth
transition from school to the work environment can be fraught
with challenges ranging from conducting a successful job search
to communicating effectively
with hearing co-workers. This presentation identifies these
challenges and provides strategies that can be used to give
students the tools they
need to find and maintain employment.
Audience: All
higher education and transition
#3.7 How to Plan a Fun, Hands-On
Disability Awareness Program Where Students Really Learn!
Jennifer Conway, Central Piedmont Community College
“Walk a Mile in My Shoes” is a successful co-curricular program
that annually teaches hundreds of students about disabilities.
Workshop attendees will learn about this program and participate
in some of the
eye-opening hands-on activities. You’ll learn how to build
and adapt this program to fit your college environment and
leave with a CD of all the
documents you need.
Audience: All
disability and the co-curriculum
#3.8 Stepping Out -- How a Small
Disability Office Can Institute Organizational Change
Pam Schwartz, Albion College
Jane Boomer, Oberlin College
Virginia Demers, Ringling College of Art & Design
A panel of DSS practitioners will present a multi-step plan
designed to guide participants in moving beyond the office
in order to develop institutional support for expanding and
improving disability services.
The panel will present case studies, demonstrating their own
experiences in stepping out on their campuses.
Audience: All
disability and the policy environment
#3.9 Complaint Investigation Challenges:
Effective Strategies for the Disability Services Provider & the
ADA Coordinator
Carole Dubritsky, University of Michigan
Sam Goodin, University of Michigan
Howard Kallem, George Mason University
The roles of the Disability Services
Provider and ADA Coordinator differ when there is a dispute regarding accommodations
or
access. This panel will provide the essential components
for internal reviews of student
complaints, including strategies for establishing effective
policies when the Disability Services Provider is the ADA
Coordinator. Critical factors
that OCR evaluates during an investigation will also be presented.
Audience: All
the disability service professional and legal issues
#3.10 Advocacy Included!: A Historical
Analysis of the Intersection of Student Activism & Disability
Services
Colleen Lewis, Columbia University
Christopher Rosa, City University of New York
This presentation will explore
the relationship between social movements and inclusive higher education
for students with
disabilities. We will examine six grass-roots movements for
students with disabilities
and their impact on the postsecondary environment & the
experiences of college students with disabilities in this setting.
Audience: All
disability and external forces
Concurrent Block Four
Thursday July 17th 11:00 am – 12:30 pm
#4.1 Feature Focus: Comparing Kurzweil,
TextHELP, WordQ+Word+WordWeb and WYNN- A Users Perspective!
Sherri Parkins, Seneca College of Applied Arts and Tech.
Kevin Reinhardt, Seneca College of Applied Arts and Tech
Access to written material is paramount
in today’s world. Access is a multistep process that can be enhanced by
Assistive Technologies.
Students who struggle need accommodations provided by programs
like Kurzweil, TextHELP, WYNN or the combination of Microsoft
Word+WordQ+WordWeb. What
ARE the differences between these programs? Investigate toolbars,
examine features including scanning,
reading, bookmarking, comprehension, studying, notetaking,
and writing supports.
Audience: Intermediate
disability and technology
#4.2 Container, Content, Capability’s
Accessibility Considerations for Learning Management Systems
Sean Keegan, California Community Colleges, HTCTU
Addressing the accessibility facets
of a Learning Management System (LMS) is an important step before implementing
such
a platform in order to support institutional needs, as well
as access for students with
disabilities. Separating an LMS platform into distinguishable
components allows for differentiation between what is and
what is not accessible within
the online learning environment.
Audience: All
disability and the academic curriculum
#4.3. Making Room at the Intersection:
An Open Forum on a Proposed Strategic Plan for Addressing Diversities in
Disabilites
Vinson Ballard, Jackson State University
Ruth Warick, University of British Columbia
Mattie Grace, University of Southern California
Gerri Wolfe, University of Georgia
This roundtable session will offer participants an opportunity
to share helpful, up to date information and resources, and
interact with seasoned DS professionals relative to identifying
and developing strategies
for addressing the diversity of students with disabilites on
our campuses. With the “multiple intersections” increasingly
represented by those who
utilize DS Offices, it is becoming ovelmingly evident that
genuine efforts be ascertained.
Audience: All
disability and diversity
#4.4 Extending the Reach of a DS
Office: Partnering to Create a Support Group for Students with Psychiatric
Disabilities
Sara Hegge, University of Minnesota
Cynthia Fuller, University of Minnesota
Students with psychiatric disabilities encounter barriers to
participation in student activities and services on campus.
In response, Disability Services (DS) and University Counseling
Center (UCS) collaborated
on a support group focusing on participants’ multiple needs:
managing a mental illness, building personal connections, and
developing skills in
student roles. The shared interests in and responsibilities
for this student population has lead to richer services than
either DS or UCS could offer
individually. This presentation, will share the development
of a collaborative model for service delivery.
Audience: All
students with disabilities and disability service centers
#4.5 Go to the Head of the Class:
A Panel Discussion on the Challenges Facing Students with Disabilities
in their Chosen
Career of Teaching
Moderator: Carol DeSouza, University of Massachusetts, Boston
Panelists TBA
This experienced panel will discuss accommodations for student
teaching and on licensure exams and consider strategies that
support students as they transition from school into teaching
careers. Students with disabilities
moving into careers in education must answer the questions
of when and how to disclose their disabilities to the supervising
practitioner and
university supervisor during their student teaching experiences
and to their students, parents, principals, school evaluators,
etc. in their first
years of teaching. We will consider how student with disabilities
can “match” their own learning and newly formed teaching styles
with the learning styles
of their pupils and present data on state licensure exams taken
with accommodations.
Audience: All
disability and professional/graduate programs
#4.6 Community Collaborations +
Demonstrated Supportive Program = Successful Postsecondary Transition:
Learn and Earn
Michelle Campbell, Abilities, Inc.
Sean Cruse, Abilities, Inc.
Karine Pierre-Pierre, Hudson County Community College
Jacqueline Heads, Hudson County Community College
Presentation describes a unique transitional program offering
counseling and logistical support for students with disabilities
completing high school. In a collegiate setting, Learn and
Earn provides educational
and career guidance for students who potentially would not
be encouraged to pursue post-secondary education. The mechanics
of the program, measured
outcomes, steps for replication and customization will be discussed
by program administrators.
Audience: All
higher education and transition
#4.7 Supports Necessary for a Student
on Autism Spectrum to Attend College Using C I P Model
Michael McManmon, College Internship Program
Presentation will outline the supports
necessary for students on the autism spectrum to attend college including
social,
academic, vocational, environmental and emotional. A unique
curriculum will be shared of comprehensive
services such as Intensive Training Modules, College Liaison
Assistance, Tutorials, Study Groups & Study
Halls, Student Advising, Vocational Internships & Career Counseling, Individual & Group Therapies, Medication Coordination, Social Mentoring, Residential & Independent Living Supports and Recreational Activities.
Audience: All
disability and the co-curriculum
#4.8 Plot Your Path: Navigating
Through the Intersection of Universal Design and Campus Culture
Terra Beethe, Bellevue University
This well-received offering from the Charlotte conference is
back to discuss how Implementing Universal Design into a campus
environment can be a daunting prospect. Session will provide
practical examples of
putting UD concepts into action, allow audience members to
share individual experiences with UD, and discuss strategies
that fit your institution.
Presenter will share ways to assess progress toward your UD
goals and will prove that it CAN be “all fun and games”!
Audience: Intermediate
disability and the policy environment
#4.9 When Disability Characteristics
Intersect with Disciplinary Systems
Robert Harden, Central Washington University
Pamela Wilson, Central Washington University
Collisions aren’t unusual at the intersection of symptoms and
systems. Separating disability from behavioral standards can
be a difficult task. Experienced International presenters on
disability issues explore
this complex and increasingly important issue on college campuses.
Participants will be provided with guidance based on OCR findings
and the latest expert
advice. Ample opportunity for discussion is included.
Audience: All
the disability service professional and legal issues
#4.10 The Long Road to Social Justice:
The Intersection of Perception, Disability Policy and Change
Gladys Loewen, Assistive Technology-BC
Bill Pollard, MS, University of Massachusetts, Boston
National, state/province and local governmental policies and
programs have both a direct and indirect influence on society
due to the attitude and thinking of the policy makers. Some
policies and programs
are charity focused, based on social welfare ideology; others
appear to focus on systemic changes that promote effective
solutions based on social
justice that advance access and effective participation. This
session will take an historical look at the development, implementation
and impact of
social policy on the present day lives of disabled people.
Through the exploration of policy and change, the attendee
will be provided with the
opportunity to assess current campus policies and their effect
on services provided and the role of the service professional.
Audience: All
disability and external forces
Concurrent Block Five
Thursday, July 17th 2:00 pm – 3:00 pm
#5.1 Accessible Podcasting
Jayme Johnson, California Community Colleges, HTCTU
Podcasting has become a common way of distributing information.
With this rise in popularity, the educational potential of
the podcast medium is also being explored. Learn more about
how podcasts are made,
and how they can be enhanced for accessibility using free and
inexpensive tools like iTunes, Quicktime Pro, and others.
Audience: All
disability and technology
#5.2 Junctions: Disability Services,
a Learning Center, and
Universal Design Working Together to Enhance Student Learning
Arlene Stewart, Clemson University
Elaine Richardson, Clemson University
This session will present ideas on integration of Disability
Services activities with a general campus learning center and
how to partner to develop the idea of Universal Design across
campus. The session will
also demonstrate a model for using undergraduate research to
further the Universal Design concept.
Audience: All
disability and the academic curriculum
#5.3 Universities’ Role In Preparing
Students for Disabilities In the Workplace
Barbara Keaton, Keaton Resources, Inc.
Toby Willis, City University
It is estimated that one in five employees either have a disability
or will develop a disability during their employment career.
While higher education is preparing students to perform work,
it is not preparing students
to enter an environment where they will most likely find themselves
working with employees with disabilities. Small group interaction
will give participants
new ways to integrate disability awareness on their campuses.
Audience: All
disability and diversity
#5.4 Career Planning and Placement:
Personal Development and Decision Making Skills for Students with Disabilities
Sheila Milan, Northern Illinois University
Students with disabilities are graduating from colleges and
universities in great numbers. Legal statues and disability
supportive services have provided a vehicle to address issues
of accessibility and
compliance which have afforded many students with disabilities
a venue into higher education. Career Services and other disability
employment networking organizations provide valuable resources
to all students meeting
career goals and yet, the numbers of students with disabilities
who graduate do not match the numbers entering the work force.
This proposal will share
developmental strategies for career service programs, educators,
and disability service providers on how to help students with
disabilities transition
beyond academia into the world of work.
Audience: All
higher education and transition
#5.5 A Profile of Disability Service
Providers in Higher Education
Wendy S. Harbour, Harvard University
This session will present a summary of key findings from the
2008 AHEAD member survey. Major topics of the survey included
personal and professional backgrounds of disability services
professionals, salary
and compensation for staff, and general information about similarities
and differences of disability services offices across the country.
Participants will also learn how the 2008 findings compare
to results of previous surveys,
as well.
Audience: All
disability services
#5.6 The Iowa Transition Initiative:
Support for Accommodation Requests (SAR) Implementation
Carolyn Wassenaar, Consultant State of Iowa
Barb Guy, State of Iowa Department of Education
Transition for students with disabilities from secondary to
post-secondary educational environments presents a myriad of
challenges. A collaborative group of professionals from the
State of Iowa will share
current actions, insights, challenges, and opportunities as
progress is made toward statewide implementation of the Support
for Accommodation Request
(SAR) form, a tool developed to address and ease transition
challenges.
Audience: All
higher education and transition
#5.7 Beyond the Disability Services
Office: Intersection with University and Community Services
Allison Solomon, The University of Alabama at Birmingham
Angela Stowe, The University of Alabama at Birmingham
This session will discuss the not-so-everyday issues that service
providers face. We are expected to provide reasonable accommodations
ensuring campus accessibility to programs and services; however,
we often encounter
issues that are beyond providing accommodations. This program
will address those situations that call for us to connect with
other university and
community services.
Audience: All
disability and the co-curriculum
#5.8 Using Research to Inform Practice
and Policy that Supports the Education of Students with Chronic Illness
Lynn Royster, DePaul University
Mary Gloria Njoku, DePaul University
Paula Kravitz, DePaul University
In order to facilitate policy modifications, educators and
researchers in the field of postsecondary education of persons
with chronic illness must ascertain the prevalence and needs
of students with chronic
illness. The panel will present the epidemiology and a needs
assessment of students with chronic illness. They will also
discuss ways to address
the specific needs identified in this study.
Audience: All
disability and the policy environment
#5.9 AHEAD E-Text Solutions Forum
Ron Stewart, AHEAD
Jim Marks, University of Montana
Learn about current activities of the AHEAD E-Text Solutions
Group and get up-to-date developments in the provision of educational
materials in accessible formats.
Audience: All
disability services
#5.10 Hitch Your Wagon to a Star:
Innovative Partnerships, Technologies and Ideas with the Power to Propel
Us Forward
Melanie Thornton, University of Arkansas, Little Rock
The exploration of ways in which disability intersects with
current social trends offers more than an academic challenge,
it offers opportunities to harness the power of collaboration.
Join us as we discuss
powerful social trends and consider ways in which our profession
might exploit the momentum of these trends to advance new views
of disability, change attitudes, and transform environments.
Audience: All
disability and external forces
Concurrent Block Six
Thursday, July 17th 4:00 pm – 5:30 pm
#6.1 Paving the Road to DAISY
Ron Stewart, AHEAD
The DAISY standard is an open-source format for accessible
digital audio books that can be played on both software and
hardware DAISY players. We will show examples of players and
demonstrate the ease with
which a DAISY talking book can be navigated and used. We will
discuss the flexibility of the DAISY format, along with its
expandability to include
math and, eventually, multimedia. We will walk through the
process of creating a DAISY book, demonstrating markup and
showing how to use the DAISY books
you create. Then we will use the features in DAISY reader software
that allow the user to jump to specific pages, add bookmarks,
and search the
text.
Audience: All
disability and technology
#6.2 MPLTL: Enhancing Student Academic
Success in Gateway Math/Science Courses
David R. Parker, Washington University in St. Louis
Christine Duden Street, Washington University in St. Louis
Professionals with disabilities are underrepresented in math
and science careers. Barriers in large, undergraduate “gateway”
math and science courses substantially contribute to this problem.
The presenters
will summarize the results of a National Science Foundation
pilot grant that adapted Peer Led Team Learning (PLTL) for
students with LD/ADHD to
better support collaboration with faculty to enhance student
access.
Audience: All
Topical Track: disability and the academic curriculum
#6.3 Rethinking, Reframing and
Redesigning Disability
Gladys Loewen, Assistive Technology British Columbia
Sue Kroeger, University of Arizona
Increasing numbers of disability professionals recognize the
promise of universal design and the social model of disability.
Many of us work to promote this concept within our institutions,
yet at times we
feel uncertain about how to initiate organizational change.
In this workshop, we will explore avenues for moving our profession
in more progressive directions
that are informed by Disability Studies and current thinking
about disability. Participants will move from theory to practice,
considering strategies
for realizing a vision of full participation of people with
disabilities through the creation of usable, sustainable and
inclusive learning environments.
Audience: All
students with disabilities and disability service centers
#6.4 Highlights of a Longitudinal
Study of Adults with Learning Disabilities up to 20 Years after Exit from
College
Susan Vogel, Northern Illinois University
The purpose of this session is to describe findings regarding
educational, occupational, and financial attainments of 59
adults with LD as compared to those without disabilities up
to 20 years after exit
from college. We will share their insights regarding changes
in the impact of LD across the lifespan, emotional and physical
well-being, disclosure,
accommodations, and compensatory strategies. Implications for
intervention will be drawn.
Audience: All
higher education and transition
#6.5 Access to Clinical Experiences
in Health Care Programs: Case Studies in Collaboration
Carol Sitterly, Massachusetts College of Pharmacy and Health
Sciences
Health care programs present unique
challenges for students with disabilities in classroom and experiential
settings, with
access and quality of experience dependent on DSS partnerships
with administrators, faculty and preceptors. Student narratives
and case studies
of clinical
rotation and clerkship experiences that lead to access, success
and collaboration will be presented and discussed.
Audience: All
disability and graduate/professional programs
#6.6 Enhancing the Transition to
Higher Education through Peer Mentoring
Edith Miller, East Stroudsburg University of PA
Julianne Albiero-Walton, East Stroudsburg University
Program Mentors TBA
Faculty members from the DS Office and peer mentors will describe
the program established to enhance the transition of first-year
students with disabilities to higher education. The program
matches upper class
or graduate honor students with freshmen who have similar disabilities/majors/interests.
The panel will discuss mentor selection, training, activities,
responsibilities, and results of surveys completed by mentors
and mentees.
Audience: Intermediate
higher education and transition
#6.7 A Student Measure of Campus
Accessibility: The ACES Taxonomy
Roger O. Smith, University of Wisconsin, Milwaukee
Aura Hirschman, University of Wisconsin, Milwaukee
Margaret Kastner, University of Wisconsin, Milwaukee
The ACCESS-ed Project has been developing a new measurement
tool to assist college campuses in becoming more inclusive
by applying universal design in learning, information, service
and physical environments.
The ACES (Accessible Campus Environment Survey) Taxonomy elicits
a student snapshot of a campus’ accessibility. The ACES data
also proposes a method
for longitudinal program evaluation from a student perspective
on the college experience.
Audience: Intermediate
disability and the co-curriculum
#6.8 Connecting the Synergy of
Emergency Preparation, Higher Education and Individuals with Disabilities
Vinson Ballard, Jackson State University
Ron Venable, University of North Texas
Dawn Stevenson, Ftichburg State University
Members of the newly formed Emergency Preparedness SIG will
offer helpful resources and an interactive session relative
to acquiring desirable synergy to address the awesome task
of campus readiness. This
will be discussed by individuals from the AHEAD membership
as a follow up to the important first steps taken during the
gathering at the Charlotte,
North Carolina conference in 2007.
Audience: All
disability and the policy environment
#6.9 When Colleges Serve Students
with Disabilities, Everyone Benefits
Paul Grossman, Hastings College of Law, US Department of Education,
Office for Civil Rights, San Francisco
This foundational session offers key concepts for DS professionals,
such as equal access, essential program components, documentation
and the accommodations process and how these principles make
for a better campus
for all faculty, staff, students and the greater community.
Audience: Novice to Intermediate
the disability service professional and legal issues
#6.10 From Jerry’s Kids to Beijing:
The Intersection of Sports and Disability
Trey Duffy, CalPoly
The Special Olympics began in 1968. Forty years later, during
the summer of 2008, a disabled athlete is barred from the Beijing
Olympics (not Paralympics) because his prosthetic is considered
an advantage. One
of the few Supreme Court cases finding in favor of a disabled
plaintiff was for a golfer. Murderball was an award-winning
movie. What is the intersection
between sports and disability? What can we learn from sports
that is useful in our day-to-day work? You’d be surprised.
Audience: All
disability and external forces
Concurrent Block Seven
Friday, July 18th 8:30 am – 10:30 am
#7.1 Authoring Accessible PDF Documents
from Microsoft Word
Sean Keegan, California Community Colleges, HTCTU
Developing accessible PDF documents begins with adding the
appropriate accessibility information during the document authoring
process as well as choosing the correct applications to create
the final document.
This hands-on session will review the procedures necessary
for creating accessible PDF files and include strategies for
improving the accessibility
of legacy PDF documents.
Audience: All
disability and technology
#7.2 CSSI: San Diego (College Student
Success Initiatives at City College)
Debra Wright-Howard, San Diego City College
Barbara Mason, San Diego City College
Brian Stockert, San Diego City College
CSSI-San Diego: Join us for a lively presentation and discussion
of our DNA (Disability Network Activities) year in San Diego
where we worked to integrate core course faculty, DSPS faculty,
the concept of student
community and technology tools. We will share resources (fingerprints),
pedagogy (footprints), and how the CSSI team efforts have been
successful for students.
Audience: All
disability and the academic curriculum
#7.3 DISABLED Faculty and Staff:
Perspectives From a Year Later
Moderator: Mary Lee Vance, University of Wisconsin, Superior
Panelists TBA
A year ago, AHEAD published a groundbreaking book containing
contributions written by 33 disabled faculty and staff around
the world representing diverse disabilities, racial backgrounds,
sexual orientations
and nationalities. In this session, 11 of the contributors
discuss their book chapters, and what life has been like for
them during the past year.
Time will be provided for audience questions
Audience: All
disability and diversity
#7.4 Students with Asperger’s Syndrome:
Supporting Social Development in Higher Education
Kendall Swanson, St. Edward’s University
Jan Serrantino, University of California, Irvine
Experts in the field of autism
tell us two things about social development and students with Asperger’s
Syndrome who are entering
higher education: Their degree of academic success is often
linked to their degree
of social success, and close relationships with others can
alter academic success and integration into the campus community.
This presentation offers
two universities’ perspectives on strategies for developing
social thinking opportunities, as well as increasing support
for students with Asperger’s
Syndrome.
Audience: All
students with disabilities and disability service centers
#7.5 Intersection or Interference?
The Forced Encounter Between Students and DS Offices
Molly Sirois, University of Oregon
DS professionals know better than anyone why students intersect
with DS offices; because those students intersect with an educational
environment that is not designed for them. What do we do with
this knowledge? How might
DS professionals use this knowledge to change institutional
perceptions and practices? This session is for critical analysis
of the student/DS
intersection and for strategic planning to change the educational
environment that forces that intersection.
Audience: All
disability and the policy environment
#7.6 Research and Program Symposium on Transition: Four Perspectives
National Picture of the Postsecondary Experiences of Students who had Received Special Education Services in High School Lynn Newman, SRI International
What happens to high school students with disabilities once they leave high school with its protective umbrella of IDEA and they enter postsecondary schools? This session provides a national picture of students’ postsecondary experiences - including enrollment rates, self-identification issues, accommodations and support received, courses of study, and completion rates - based on data from the National Longitudinal Transition Study - 2 (NLTS2).
Executive Function and the Transition
to College
Ben Mitchell, Landmark College
Only 54% of college students finish their degree within six years: for LD students it’s as low as 40%. Data from a 2007 joint survey by Landmark College and AHEAD points to executive function as one of the central problems that derails bright and motivated college students with learning difficulties.
Examining College Student Attitudes
Toward Requesting Accommodations
Lucy Barnard, Texas Tech University
William Lan, Texas Tech University
Deann Lechtenberger, Texas Tech University
In contrast to elementary and secondary education, students must request accommodations for their disabilities in higher education. We developed a survey to examine attitudes toward requesting accommodations of college students with disabilities at a large, public university located in the Southwest. Results indicate that those students requesting accommodations have significantly more positive attitudes toward requesting accommodations and better academic achievement.
A Semester-Long
Approach to Transitioning: A Course for First-Year Students
with Disabilities
Allison Tate, Baylor University
Dae Vasek, Baylor University
During the fall 2007 semester, Baylor University Office of Access and Learning Accommodation launched the B.E.A.R.S. Program (Building Excelling, Advocacy, and Resilience for Success), a one semester transition course for first-semester students with disabilities. This presentation will discuss the program, the first year outcomes, and will give attendees the chance to brainstorm ideas for transition programs at their own institutions.
Audience: All
higher education and transition
#7.7 Are you Prepared? Making Sure
to Cover all Bases and Intersections
Emily Singer, The Catholic University of America
L. Irene Bowen, U.S. Department of Justice, Civil Rights
Virginia Reilly, Virginia Tech
We will address how to work with all areas of campus and local
resources to be prepared for an emergency. It will help participants
ensure that their institutions consider the needs of people
with disabilities in all aspects of planning for and response
to emergencies. A discussion
of practical approaches will follow a brief overview of legal
requirements.
Audience: All
disability and the policy environment
#7.8 Program Assessment: From Anecdote
to Fact; Case Studies From the Trenches
Richard Riccardi, Southern Connecticut State University
Lynn Kohrn, Southern Connecticut State University
Steve Robillard, SR-PS
Assessment is no longer a buzz word, but an essential requirement
for every practitioner. The question is no longer “Why Do I
Need to Assess?” “What, When, Where and How Do I Assess?” As
a panel, we will focus on the
challenges and solutions of assessment, taking the “theories”
of assessment and applying them in the real world.
Audience: Intermediate
disability and the policy environment
#7.9 Merging and Diverging Lanes:
The US Legal Year in Review
Jo Anne Simon, Attorney at Law
Paul Grossman, Hastings College of Law, US Department of Education,
Office for Civil Rights, San Francisco
Every year seems to bring a new ride through the landscape
of the US legal system. Join us as we examine developments
in federal and state law that have an impact on disability
and the higher education realm.
Audience: All
the disability service professional and legal issues
#7.10 Media Distortion of Disability
and Its Adverse Effects
Sue Kroeger, University of Arizona
Bill Pollard, University of Massachusetts, Boston
Disability is everywhere in mass media including advertising,
movies, TV, internet, print, and radio. Yet, the disability
representations look and sound like something out of the early
1900s. More troubling is
the effect that these images have on public policy, social
services, education, and employment. This session will include
an overview of the media, provide examples of disability images,
explore the ways these images impact our thinking and actions
both personally and
professionally, and strategize ways we can influence the media
to change.
Audience: All
disability and external forces
Concurrent Block Eight
Friday, July 18th 2:30 pm – 4:00 pm
#8.1 Creating Talking Tactile Graphics
with IVEO
Gaeir Dietrich, De Anza College
A picture may be worth a thousand words, but sometimes the
best way to convey information is with words *and* a picture!
IVEO software paired with a touch tablet allows you to use
text-to-speech (TTS) technology
to create a tactile graphic that talks. In this session, we
will talk about what makes a good tactile graphic and give
you some ideas of how to create
graphic templates that can be repurposed for multiple uses.
You will see how to transform two-dimensional graphics into
raised form and learn to
use the IVEO tools to create zones and add auditory tags.
Audience: All
disability and technology
#8.2 Tying the Classroom to the
Community Through the Use of Service Learning
Dipte Patel, El Camino College
Geralin Clark, El Camino College
Many students with disabilities struggle to understand academic
concepts and how they relate to real life experiences. Service
learning creates this intersection. It also increases student
motivation, retention,
goal setting, choosing a major, and understanding of workplace
behaviors, requirements and accommodations. Explore this revitalizing
learning tool
which provides students with disabilities the joyful act of
being of service.
Audience: All
disability and the academic curriculum
#8.3 Update and Implications of
the UN Convention on the Rights of Persons with Disabilities for Our Profession
Ruth Warick, University of British Columbia
Roxana Stupp, University of Illinois at Chicago
The adoption of a UN Convention on the Rights of Persons with
Disabilities is a global milestone and the impacts will be
felt on many college campuses around the world sooner than
later. Panelists will share
the background, key issues and current developments related
to the Convention. Through this session, participants can fulfill
one of the important components
of their role, namely, to keep abreast of evolving developments,
new thinking and new laws pertaining to disability.
Audience: All
disability and diversity
#8.4 The Role of the DS Provider:
Assessing Potential for Student Violence to Self or Others
Aaron Cohen, University of California, Berkeley
DS providers are becoming more aware of the concerns on campus
regarding student violence ot self or others. This session
will assist DS Providers with understanding their role when
working with students they
are concerned may be potentially violent or suicidal. The presnter
will provide tools to use when responding to these situations.
Audience: All
students with disabilities and disability service centers
#8.5 The Influence of Disability
Services Information on Students’ College Choice
Wendy S. Harbour, Harvard University
This session presents results of a research study of college
freshmen with disabilities from across the United States and
their experiences with the transition from high school to college.
Using data from an online
survey (N=31) and in-depth interviews (N=8), research questions
focused on three topics: how students learned about postsecondary
disability services,
when they learned the information, and how it affected their
college choice process. Among other findings, the research
suggests a highly individualized
spectrum of transition planning for college-bound students
with disabilities, and transition as a social and legal construct.
Recommendations include
applications of universal design in transition planning, at
both the secondary and postsecondary levels, as well as strategies
for communicating disability
services information to prospective and current college freshmen.
Audience: All
higher education and transition research
#8.6 Transition from Post-secondary
Education to the Labor Market: A Review of Current Research
Veronica Porter, Northeastern University
Larry Markle, Ball State University
The decline in the employment of individuals with disabilities
since the passage of the ADA presents a serious concern since,
according to research, during the same time period, employment
rates for those without
disabilities increased. This presentation will present the
results of two research studies that were conducted relative
to college graduates with
disabilities and their labor market experience.
Audience: All
higher education and transition
#8.7 Yikes! My Campus is Changing
to the Banner Student System!
Suelaine Matthews, St. Louis Community College-Florissant V
Linda Nissenbaum, St. Louis Community College at Meramec
Deborah Carter, St. Louis Community College-Forest Park
Jan Eudaley, St. Louis Community College at Wildwood
Many colleges/universities are changing to the Banner Unified
Digital Campus System or a similar management system. DSS providers
ask such questions as “How do you get information out of the
system to effectively
run your disability support services office?” “How do you get
the information needed to help your administration understand
your needs?” This session
will describe how St. Louis Community College integrated disability
information into the Banner System. The presenters will describe
the step-by-step process
in developing the system. Participants will learn how the Access
Offices in a four-campus system are able to generate individualized
Instructor Notification memos using Banner. Reports generated
from the system and
suggestions regarding duplication of the system on each participant’s
campuses will be outlined.
Audience: All
students with disabilities and disability service centers
#8.8 Hogwarts Hypothetical: How
Do Real Policies Intersect with the Wizarding World?
Elizabeth Worden, Eastern Maine Community College
Ann Ito, University of Hawai’i
Sam Goodin, University of Michigan
Jane Jarrow, Disabilty Access Information and Support
Howard Kallem, George Mason University
Hogwarts School of Witchcraft and Wizardry has chosen to adopt
the focus/intent of Muggle laws regarding access to education
for witches and wizards with disabilities. To implement this
change they have hired
two consultants from the United States for whom they have questions
that would resonate with programs that serve Muggles but which
occasionally have properties that are unique to Hogwarts.
Audience: All
disability and the policy environment
#8.9 Postsecondary Opportunities
for Students with Intellectual Disabilities: A Roundtable Discussion
Karen Pettus, University of South Carolina
Research documents the benefits of postsecondary education
for students today. For students with intellectual disabilities,
opportunities for inclusion in postsecondary settings can provide
similar benefits. This
roundtable discussion will include current research, the types
of programs, and the benefits for all students. Participants
will receive a list of
relevant articles, websites, and internet resources.
Audience: All
higher education and transition
#8.10 Provide Better Services with
Fewer Dollars: The Intersection of 10 Community Colleges
Esther Schon, Paradise Valley Community College
Gene Heppard, Phoenix College
Donna Young, Scottsdale Community College
This presentation presents a model on the process that Maricopa
Community College District Disability Manager’s Council went
through to improve services for students with disabilities
through collaboration among
colleges. Learn how MCCCD identified problem areas, recognized
and surmounted obstacles and barriers, and developed strategies
and solution that jeopardized
the success and realization of the project.
Audience: All
students with disabilities and disability service centers
Concurrent Block Nine
Saturday, July 19th 9:00 am – 10:30 am
#9.1 Converting Files for Alt Format
Ron Stewart, AHEAD
Moving files from one format to another has become one of the
major headaches in the process of producing student-ready alternative
format materials. This problem is being resolved by a variety
of file conversion tools that are now appearing for the provider’s
accommodation toolbox.
In this session, we will talk about the issues that surround
source files from a variety of providers and explore some of
the tools
that are now
available to meet this challenging issue. Tools will be explored
from the simple to the complex and from no-cost open-source
to commercially available
applications.
Audience: All
disability and technology
#9.2 Developing a Community of
Practice: Working with Faculty to Make Courses Accessible
Karen Pettus, University of South Carolina
Communities of Practice, based on work by Lave and Wenger,
believe that learning is social and comes from interacting
with others. COP members are brought together by common activities
and create relationships
that develop around things that matter to the participants.
Communities of practice are one way to support faculty partnerships
in producing accessible
materials for students with disabilities.
Audience: All
disability and the academic curriculum
#9.3 Disability & Diversity: Identifying
Your DSS Intersection
Melanie Thompson, Southeast Missouri State University
As a DSS provider, do you seek the intersection between disability
and diversity on your campus? With the increasing focus in
administration on diversity, should you? A DSS Director will
overview disability within
the diversity literature, facilitate small group analysis of
a case study, and moderate audience discussion to assist participants
in developing their
own game plan to address disability/diversity.
Audience: Intermediate
disability and diversity
#9.4 Disability Support Services:
Examples of Best Practices for Supporting Students with LD
and ADHD in the Community College
Setting
Susan Trist, Western Nevada College
Alicia Brandon, Landmark College Institute for Research
Sandi Patton, North Harris Montgomery Community College
Across community colleges, learning disabilities (LD) and
AD/HD are the fastest growing category of reported disabilities among
college students today. This panel of DSS coordinators will
provide an overview
of identified best practices for supporting students with
learning
disabilities and AD/HD across a variety of community college
environments. They will
provide examples for: strategic planning and development;
supporting academic success for students who struggle; supporting students
in transition; providing
staff and faculty development; and ways to support “success”
as identified by students who struggle.
Audience: All
students with disabilities and disabilty service centers
#9.5 College Students and Graduates
with Disabilities in the American Labor Market
Moderator: Ronnie Porter, Northeastern University
Panelists TBA
There is a high correlation between educational attainment and
employability of individuals with disabilities. However, since the passage
of the Americans with Disabilities Act in 1990, the employment rate of
individuals with disabilities has declined. This presents a significant
challenge to colleges and universities. How can colleges strategically
prepare students with disabilities to gain access to the labor market?
The change in the American Labor Market created the need for a more highly
educated work force. Internships and cooperative education experiences
are becoming more important as a key strategy for entrance into the world
of work. It is necessary to provide students with the tools that they need
to successfully compete for these experiences and jobs. This presentation
will focus on current labor market research and success strategies for
students as they prepare to compete for these opportunities. Issues to
be discussed will include: where to find experiential opportunities for
students with disabilities, accommodations, relocating, transportation, disclosure, engaging in
work based social activities and more.
Audience: All
disability and graduate/professional programs
#9.6 Career Strategies: A Discussion on Transition from Secondary
Education Into the Workforce
Maureen Rice, Brigham Young University
Sherene Berghoff, Brigham Young University
Research consistently shows that the unemployment rate is
high for individuals with disabilities. For those interested in helping
their
students with these concerns, this panel of psychologists
will present an overview of an innovative university course specifically
designed to
teach career strategies to these students. Video clips from
qualitative research will provide insights into career obstacles facing
students with
disabilities.
Audience: All
higher education and transition
#9.7 Counterintuitive Thinking and the Co-curriculum or How
Project Reach Reconstructed Our Disability Services Office
Ken Marquard, Miami Dade College, Wolfson Campus
A national grant that creates a new intersection between
disability and college civic engagement challenges notions
of disability and has forced
at least one disability service office to reconstruct itself.
This presentation will describe the surprising overhaul,
and will work with the audience
to confront and engage other potential co-curricular areas
as fertile ground to apply new principles of disability.
Audience: All
disability and the co-curriculum
#9.8 Building a Community of Practice: Lessons Learned
in the Development of University-Wide Web-Based 508 Documentation
Requirements
Sam Ogami, Stanford University
As technology becomes ubiquitous in the educational environment,
individuals responsible for the procurement of these
technologies must evaluate them and ensure they are accessible. However,
there are no forums
to share these local evaluations with others considering
the same products. This workshop discusses one statewide
university’s experience in developing
a web-based repository for sharing Section 508 documentation.
Audience: All
disability and the policy environment
#9.9 Going a Different Direction in Providing Text Captioning
Services: Intersecting DS and Remote Services
Emily Singer, Catholic University of America
Phil Hyssong, Alternative Communication Services, Inc.
This session will share how one school and one remote
service worked together to provide real-time captioning
on campus. Through a demonstration of remote captioning, we will
share
our experiences and provide tips on
how to prepare you, your students and your institution
for an exciting new way of providing communication
access
in your classrooms and beyond.
Audience: All
disability services
#9.10 Disability Services: Parasitic or Mutualistic?
Alberto Guzman, University of Arizona
This interactive presentation focuses on the powerful
impact of the disability service industry on the
construction of disability. Participants will explore negative and
positive aspects of
professionals and professions,
using disability services in higher education as
a platform. The session will include a short overview, small group
exercise, and discussion.
Audience: All
disability and external forces