2016 AHEAD Conference pepnet2 Postsecondary Training Institute
July 11-16, JW Marriott Indianapolis, Indiana
Program Book & Exhibitor Directory
Overall Schedule
Sunday, July 10, 2016
3:30 – 6:00 pm
Registration & Service Desks Open
Monday, July 11, 2016
8:00 am – 6:00 pm
9:00 am – 5:30 pm
10:30 – 10:45 am
12:30 – 2:00 pm
3:30 – 3:45 pm
Registration & Service Desks Open
Day 1 of 2-Day Precon. Institutes
Refreshment Break (provided)
Lunch (on your own)
Refreshment Break (provided)
Tuesday, July 12, 2016
8:00 am – 7:00 pm
9:00 am – 5:30 pm
9:00 am – 5:30 pm
9:00 am – 12:30 pm
10:30 – 10:45 am
12:30 – 2:00 pm
2:00 – 5:30 pm
3:30 – 3:45 pm
7:00 – 9:30 pm
Registration & Service Desks Open
Day 2 of 2-Day Precon. Institutes
Full Day Precon. Institutes
½ Day a.m. Institutes
Refreshment Break (provided)
Lunch (on your own)
½ Day p.m. Institutes
Refreshment Break (provided)
Welcome Reception
Wednesday, July 13, 2016
7:30 am – 8:30 am First-Time Attendee Breakfast
Sponsored by Sonocent GB 5-6
8:00 am – 5:30 pm Registration & Service Desks Open
9:00 – 11:00 am
Concurrent Block 1
11:00 – 11:30 am
Refreshments (provided)
11:30 am – 12:30 pm Concurrent Block 2
12:30 – 2:00 pm
Lunch (on your own)
12:45 – 1:45 pm
Lunch & Learn Sessions, SIG & Committee Meetings
2:00 – 3:00 pm
Concurrent Block 3
3:00 – 3:30 pm
Refreshments (provided)
3:30 – 5:15 pm
Opening Plenary
5:15 – 7:15 pm
Exhibit Hall Grand Opening
& President’s Reception
Thursday, July 14, 2016
7:45 – 8:45 am
8:30 am – 5:30 pm
9:00 – 11:00 am
11:00 – 12:30 pm
12:30 – 2:00 pm
12:45 – 1:45 pm
2:00 – 3:00 pm
3:00 – 4:00 pm
4:00 – 5:30 pm
Friday, July 15, 2016
7:45 – 8:45 am
8:30 am – 4:30 pm
9:00 – 10:15 am
10:30 – 11:45 pm
12:00 – 2:15 pm
2:30 – 5:00 pm
SIG & Committee Meetings
Registration & Service Desks Open
Poster Session 2 with
Refreshments (provided)
Concurrent Block 7
Awards Luncheon and Plenary Speaker
Concurrent Block 8
Saturday, July 16, 2016
7:45 – 8:45 am
8:30 – 11:00 am
9:00 – 11:00 am
Noon
SIG & Committee Meetings
Registration & Service Desks Open
Closing Plenary Session
Hotel check-out time
Meetings Schedule
Wednesday
7:45-8:45 am
SIG Chairs Breakfast, Rm. 107
12:45-1:45 pm
SIG: Autism/Asperger’s, GB 9-10
SIG: Community Colleges, Rm. 105
SIG: Deaf and Hard of Hearing, GB 5-6
SIG: Disability Studies, Rm. GB 8
SIG: Racial and Ethnic Diversity and Diversity (REDD), GB 3
SIG: Veterans with Disabilities, Rm. 206
Thursday
7:30-10 am
Affiliate Breakfast, Westin (See errata for room location)
7:45-8:45 am
SIG: Graduate and Professional Students, Rm. 206
SIG: Technology, Rm. 302-303
JPED Editorial Board Breakfast, Rm. 105
12:45-1:45 pm
SIG: LD – AD/HD, GB 9-10
SIG: LGBTQA, Rm. 309-310
SIG: Independent Colleges and Universities, Rm. 304-306
SIG: Blind/Visually Impairment, Rm. 206
SIG: Online and Distant Learning, Rm. GB 4
SIG: Student Athletes with Disabilities, Rm. 302-303
SIG: Mental Health Disability, Rm. 201-202
SIG: Career Planning and Placement, Rm. GB 8
Past President’s Lunch (By invitation only), Rm. 105
5:30-7:30 pm
International Reception, GB Foyer
SIG & Committee Meetings
Registration & Service Desks Open
Poster Session 1 in the Exhibit Hall with Light Breakfast
(provided)
Concurrent Block 4
Lunch (on your own)
Lunch & Learn Sessions, SIG & Committee Meetings
Concurrent Block 5
Extended Refreshment Break in Friday
7:45-8:45am
the Exhibit Hall (provided)
SIG meeting: Veterans with Disabilities, Rm. 302-303
Concurrent Block 6
SIG meeting: LD – AD/HD, Rm. 304-306
Table of Contents & Advertiser Index
Vital Signs...................................................... 6
3Play Media................................................. 10
Alternative Communication Services LLC.... 16
Microscience Learning 4 ALL USA, Inc......... 37
University of California, San Francisco........ 37
Sonocent..................................................... 38
Texthelp....................................................... 38
Accessing Higher Ground (AHG).................. 50
Higher Ed. Recruitment Consortium........... 51
University of Maryland................................ 52
DO-IT, University of Washington................. 61
Hamilton CapTel.......................................... 61
Delta Alpha Pi.............................................. 62
California State Univ. Northridge................. 62
pepnet2....................................................... 68
Meeting Room Maps................................ 2 - 3
Important Information.................................. 4
Letter from the Mayor................................... 5
Using the Program Book................................ 7
Welcome from Conference Chairs................. 8
Welcome from pepnet 2............................... 9
Conference Committees.............................. 11
Special Interest Groups (SIGs).............. 12 - 13
Featured Presentations & Events......... 14 - 16
Day-by-Day Schedules.......................... 17 - 63
Monday, July 11............................... 17 - 20
Tuesday, July 12............................... 21 - 26
Wednesday, July 13.......................... 27 - 36
Thursday, July 14.............................. 39 - 49
Friday, July 15................................... 53 - 60
Saturday, July 16..................................... 63
Presenter Index.................................... 64 - 67
AHEAD Board, Committees, & Staff............ 69
Exhibit Hall Directory............................ 70 - 80
CEU Information................................... 84 - 85
Travel & Service Info............ Inside Back Cover
Thank you to the 2016 Conference Sponsors:
Alternative Communication Services, LLC
Hamilton CapTel
Microscience Learning 4 All USA Inc.
Onix
Sonocent LLC
Strada Communications
TypeWell
1
Meeting Room Maps
First Floor, Meeting Space
Second Floor, Meeting Space & Exhibit Hall
2
Meeting Room Maps
Third Floor, Meeting Space, Plenaries, & Registration
3
AHEAD Thanks
––
––
––
––
––
––
––
––
––
Handout Materials
Handout and presentation support materials for all
Concurrent and Poster sessions were made available
to 2016 Conference attendees in advance on the
AHEAD website, and are available at:
www.ahead.org/conferences/2016/handouts
The 2016 Program Reviewers
The 2016 Program and Local Chairs
The 2016 Proposal Track Coordinators
The AHEAD Standing Committees on Professional
Development, Diversity, Technology, Policy,
and Membership
The 2016 Conference Exhibitors and Sponsors
The 2016 Conference Session Moderators
The 2016 Conference Session Presenters
The 2016 Conference Volunteers
The generous donors to the AHEAD Scholarship
Silent Auction – and those who bid!
These materials will remain available following the
conference for your convenience.
Comfort for Everyone
Please remember that all indoor events associated
with the 2016 Conference are non-smoking. Additionally, in consideration of your colleagues who have
severe allergies, or environmental sensitivity -- please
refrain from the use of scented personal care products during the 2016 Conference.
Notes of Interest
Silent Auction
If you brought your item with you to the Conference,
please drop it off at the Silent Auction Table in the
Registration Area.
The 2016 Conference is Greener…
In 2008, AHEAD began providing electronic handouts
for Concurrent and Poster sessions online in advance
to attendees for flexibility of access and reducing the
amount of paper used. We’re pleased to continue this
while also investing in organic and recyclable paper
and products, and providing recycling receptacles
throughout the Conference meeting space. Please
note that the Conference venues are fully committed
to supporting sustainable and ecologically responsible
business practices.
AHEAD Goes Virtual!
After a successful run in 2015, AHEAD will continue
the online “virtual conference” alongside its face-toface event. Through a partnerships with V-cube USA,
Inc., and Accessing Higher Ground, people who aren’t
able to make it to Indianapolis, are participating in select Preconference, Concurrent, and Plenary sessions
this year online. You may see cameras in the back of
some of the rooms. They’re broadcasting the speakers, displays and real-time captioning. It’s a great way
for our colleagues to join us for professional development. AHEAD 2016 Virtual Conference sessions are
indicated by “AVC” in their descriptions.
Wi-Fi Availability
Wi-Fi will be available in all public places in the JW
Marriott Indianapolis. In addition, all hotels rooms
within the AHEAD block will include high-speed internet at no charge as a part of the standard room rate.
2016 Session Evaluations
Lunch & Learn Sessions
On Wednesday and Thursday during the lunch hour
(12:30 – 2:00), “Lunch & Learn” sessions will be held.
You are welcome to stop by the common foyer area
on Wednesday and Thursday to pick up a “cash-andcarry” lunch, and head off to the information session
that most interests you.
http://sgiz.mobi/s3/0e760c88dced
Poster Sessions
These sessions, which give you a chance to speak
directly with presenters about their programs and
research, are held in the Exhibit Hall, on Thursday
and Friday.
Tweet about the Conference!
#ahead2016
4
July 11, 2016
RE: 2016 AHEAD Conference
Association on Higher Education and Disability:
On behalf of the City of Indianapolis, it is my pleasure to welcome you to your 2016 AHEAD
Conference! We are honored to host such an incredible group of professionals dedicated to
inclusion for persons with disabilities in postsecondary education.
Thanks to $3 billion in tourism developments, Indianapolis has grown into a premier
meeting and event destination. Your host hotel, the JW Marriott, changed the downtown
skyline with its towering glass walls when it opened. Our internationally-acclaimed
Indianapolis Cultural Trail that runs adjacent to the JW Marriott provides an accessible
connection to an array of dining, shopping, and attractions in six cultural districts. The trail
will lead you past $2 million in public art, into niche neighborhoods, and along the scenic
Central Canal.
Indianapolis’ culinary scene has new chef-driven restaurants opening all the time, taking
advantage of the rich agriculture surrounding us. You’ll find more than 250 restaurants in
the downtown core and something for every palate. You’ll also find 50 major attractions
nearby, including one-of-a-kind museums in White River State Park, skyline views from
atop Monument Circle, world-class performing arts, and an array of boutique shopping
along Mass Ave.
Our city has been recognized by the National Organization on Disability as a top city for
accessibility and inclusion of people with disabilities. Our city officials, local leaders, and
over 75,000 hospitality professionals will go above and beyond to ensure you feel welcome.
Well known for our Hoosier Hospitality, we will make certain that you have a memorable
experience in our city!
It is our privilege to host your convention. We hope you’ll visit us again soon.
Warm regards,
Joe Hogsett
Mayor
City of Indianapolis
5
6
Using the Program Book
The 2016 Conference has a full schedule of presentations, workshops, meetings, and receptions. In order
to make the best use of your time, we recommend that you review this Program Book in order to plan your
agenda for the next several days.
–– Use the maps on pages 2-3 to find locations of the Preconference Institutes, Plenary, Concurrent, Poster,
and Lunch & Learn sessions you want to attend.
–– Utilize the information provided with each session listing to learn more about the sessions you have preregistered to attend. Each session listing includes: session number, session title, presenter information,
session date, session time, room location, and session description, in that order.
Example:
#2.13 One Size Does Not Fit All: Interpreting Services and Equitable Access
Tia Ivanko, pepnet 2
Kathy Schwabeland, pepnet 2
Room: Grand Ballroom 3
This session will be an interactive practical discussion about meeting the communication needs of students who utilize sign language interpreters. Using the guideline of “effective communication” as outlined by the Department of Justice as a frame, the presenters will offer information, discussion, and
resources to support an interactive collaboration that results in effective and equitable services.
pepnet 2; Audience: Intermediate/Advanced
–– Sessions are numbered consecutively, day-by-day. The day-of-the-week headers at the top of each page will
help you quickly navigate your way through this book.
–– The 2016 Exhibit Hall is an important resource for all Conference attendees. To assist you in easily
navigating your way through the Exhibit Hall, a complete Exhibit Hall Directory is included on pages 70 - 81.
–– If you need any assistance throughout the Conference, you are welcome to stop by the Registration tables.
Hours of operation are listed in the Schedule-at-a-Glance, found on the inside front cover.
–– Please be sure to consult the enclosed Additions and Corrections Sheet for notification of any last-minute
changes to the Conference program since the production of this book.
Key to Session Codes
PC = Preconference
PS = Poster Session
LL = Lunch & Learn Session
1 = Concurrent Block 1
2 = Concurrent Block 2
3 = Concurrent Block 3
4 = Concurrent Block 4
5 = Concurrent Block 5
6 = Concurrent Block 6
7 = Concurrent Block 7
8 = Concurrent Block 8
Continuing Education Units (CEU’s) & Certificates of Attendance
The Commission on Rehabilitation Counselor Certification (CRCC) has pre-approved the 2016 AHEAD Conference for CEU’s. AHEAD also provides general
Certificates of Attendance that may be used with state and national licensing
agencies, including NBCC, CLE, NASW.
For those needing CRCC and general certificates: Please see instructions
at the end of this Program Book for obtaining Certificates of Attendance
(pp.84 - 85).
For those needing RID credit: Please visit the CEU table located in the Registration Area.
7
Welcome from 2016 AHEAD Conference Chairs
On behalf of the AHEAD Executive Staff, Board of Directors, the Local Committee
and numerous volunteers, we welcome you to the 2016 AHEAD Conference and
pepnet 2 Postsecondary Training Institute (PTI)!
As you orient yourself to the venue and accompanying facilities, we encourage you to review the Program
Book as it provides information related to the Concurrent presentations for which you registered, our featured Plenary speakers, Lunch & Learn meetings, Poster sessions, the Exhibit Hall, and various receptions
and opportunities open for your exploration.
The annual President’s Reception is scheduled for
Wednesday evening and coincides with the Grand
Opening of the Exhibit Hall. Thursday and Friday evening are open, allowing you to enjoy and explore all
Indianapolis has to offer. The Convention and Visitors
Bureau has compiled a spectacular array of fun and
adventurous options for your entertainment beyond
the conference, and we encourage you to learn more
Our theme, Toward Equity and Access: Illuminating about these by visiting the Local Information Table
the Pathways AHEAD, has steered our efforts to offer near the Registration area.
attendees the best and most purposeful experience
possible. Cognizant of a need to not only allow for—but Coordinating a conference of this magnitude is not
encourage—a variety of topics and voices to come to possible without the assistance of the AHEAD conthe forefront, Concurrent presentations were selected stituency. After our tenure as Co-Chairs, this has nevthrough an anonymous review process, with reviewers er been more evident. A small coalition of the willing
assessing prospective presentations on the merit of undertook the task of reviewing over 160 proposal
the content alone. This has allowed for a greater num- submissions. Throughout the venue, you’ll be invited
ber of new and unique perspectives.
to sign-up to volunteer for next year’s conference in
Orlando, Florida. We hope you consider participation
In addition to our intellectual offerings, we encourage in ways other than attendance alone, whether as a
you to take advantage of networking and social oppor- presenter, proposal reviewer, mentor, site volunteer,
tunities, and to explore our host city. This year a num- or session facilitator.
ber of events are planned beginning with the Welcome
Reception on Tuesday evening, which will include lively Thank you for joining us in Indianapolis. Together, we
music by Lonnie Lester, good food, and numerous op- will strive to Illuminate the Pathways AHEAD Toward
portunities to network.
Equity and Access.
Jill Sieben-Schneider
Program Co-Chair
Assistant Director, Disability Services
University of Colorado Boulder
Robert Plienis
Local Chair
Assistant Director, Learning Center
Ball State University
8
Chris Stone
Program Co-Chair
Director, Disability Resource Center
University of North Carolina Wilmington
Welcome from 2016 pepnet 2 Conference Chairs
Welcome to the 2016 AHEAD Conference and pepnet 2 Training Institute!
Marcia Kolvitz
pepnet 2
Kathy Schwabeland
pepnet 2
This is the fourth time that our organizations have
combined forces to connect disability professionals,
advocates, researchers, faculty, and students. As we
consider the theme – Toward Equity & Access: Illuminating the Pathways AHEAD – we recognize that the
pathways are lit with a series of lights that provide information, resources, strategies, and dialogue among
colleagues that disability services providers can use to
meet the needs of individuals with disabilities. Pepnet
2 is very pleased to help light the way, especially as it
pertains to enhancing services for students who are
deaf or hard of hearing.
Through the pepnet 2 Training Institute, we are offering a variety of concurrent sessions and
posters that address a range of needs -- whether you’re new to working with deaf or hard of
hearing students or it’s your main responsibility. Are you interested in tools and resources that
can be used when conducting faculty in-service training? Would you like to learn more about
technology applications, such as using assistive listening devices, providing speech-to-text services, or ensuring that online courses are accessible? These topics – and more – will be featured
in the sessions offered through the pepnet 2 Training Institute.
More than anything, we hope you’ll take advantage of the opportunity to share your ideas and
experiences with colleagues, take in what others have to offer, and go home with a renewed
sense of commitment to providing a learning environment that is welcoming to students who
are deaf or hard of hearing. Along with you, we share the goal of improving postsecondary outcomes. Together, we’ll illuminate the pathways toward equity and access.
9
A new take on closed captions,
transcripts, and subtitles
Trusted by over 1,600
customers:
Visit us at booth #2!
www.3playmedia.com
10
2016 Conference Committees
2016 Local Chair
Robert Plienis, Ball State University
Technology Lab Coordinators
Teresa Haven, Northern Arizona University
Bree Callahan, University of Washington
2016 Program Chairs
Jill Sieben-Schneider, University of Colorado Boulder
Chris Stone, University of North Carolina Wilmington
Moderator Coordinator
Barb Borich, University of Arizona
pepnet 2 Program Chairs
Marcia Kolvitz, pepnet 2
Kathy Schwabeland, pepnet 2
2016 Silent Auction Coordinators
Courtney Jarret, Ball State University
Larry Markle, Ball State University
Pepnet 2 Program Committee
Shannon Aylesworth
pepnet 2 and AHEAD Deaf and HOH SIG Co-Chair
Lauren Kinast
University of Texas, Austin
AHEAD Deaf and HOH SIG Co-Chair
Tia Ivanko
pepnet 2
New Jersey AHEAD Board member
Cindy Camp
pepnet 2
Alabama AHEAD Board member
Mary Morrison, pepnet 2
Jennifer Olson, pepnet 2
Mentor Program
Mike Shuttic, Oklahoma State University
Access and O/M Services
Jim Kessler, Consultant
Interpreter Services
Tracy Villinski, Minnesota
Anthony Verdeja, Florida
CART Services
ACS Captioning, Inc.
Volunteer Coordinator
Leisa Pickering, University of Kentucky
Proposal Reviewers
Lance Alexis, Middle Tennessee State University
Amanda Kraus, University of Arizona
Ann Knettler-Smith, Drexel University
Deanna Arbuckle, University of Dayton
Terra Beethe, Bellevue University
Barbara Blacklock, University of Minnesota
Barb Borich, University of Arizona
Margaret Camp, Clemson University
Sharon Downs, University of Arkansas at Little Rock
Jen Dugger, Portland State University
Susan Dunn, Southeast Community College
Nancy Elliott, Front Range Community College, Larimer Campus
Beth Harrison, University of Dayton
Kelly Hermann, Empire State College
Neera Jain, University of California, San Francisco
Courtney Jarrett, Ball State University
Donna Johnson, University of Minnesota
Chris Lanterman, Northern Arizona University
Ruth Loew, Educational Testing Service
Gladys Loewen, Consultant
Nissim Louis, Université de Montréal
Susan Mann Dolce, University of Buffalo, SUNY
Cheryl Muller, University of Arizona
Brittany Otter, Front Range Community College,
Larimer Campus
Jennifer Radt, University of Cincinnati- Clermont
Rhonda Rapp, St. Mary’s University
Stacey Reycraft, University of Mississippi
Sally Scott, AHEAD
Marci Shaffer, Northeastern University
Mike Shuttic, St. Gregory’s University
Katheryne Staeger-Wilson, Missouri Developmental Disabilities Council
Melanie Thornton, University of Arkansas CURRENTS
Jack Trammell, Randolph Macon College
Wendy Turner, Boise State University
Mary Lee Vance, University of California, Berkeley
Susan Willemin, Towson University
11
Special Interest Groups (SIGs)
Special Interest Groups (SIGs) are AHEAD members organized around an interest or concern. SIGs provide leadership to the AHEAD membership by providing information and referral, organizing professional development
opportunities, and networking around a particular topic. Below is a list of the SIGs that have been established
to date. Contact the leaders and learn how you can get involved or attend a SIG meeting being held during the
Conference. Also be sure to drop by the SIGs Booth in the Exhibit Hall. Throughout the year, contact ahead@
ahead.org for more information.
ADA Coordinators
Responds to members’ concerns about education,
communication and training for persons charged with
ADA compliance for their campuses.
Contact: Emily Lucio, elucio2@jhu.edu; Gabriel
Merrell, gabriel.marrell@oregonstate.edu
Deaf & Hard of Hearing
Promotes postsecondary education equity for persons
who are deaf or hard of hearing.
Contacts: Lauren Kinast, LKinast@austin.utexas.edu;
Shannon Aylesworth, shannon.aylesworth@pepnet.org
Asperger’s Syndrome
The Asperger’s Special Interest Group provides
information and resources for professionals working
with students with Asperger’s Syndrome. As this
challenging population on college campuses continues
to grow, the SIG will sponsor conference session and
have a listserv to share ideas and resources.
Contacts: Jane Thierfeld Brown, jane.brown@law.
uconn.edu; Michelle Rigler, michelle-rigler@utc.edu
Blindness/Visual Impairment
Promotes accessibility to higher education by blind
and visually impaired persons.
Contact: Billy Parker, bparker@nib.org;
Chris Turner, turnerc@mpcc.edu
Disability Studies
Promotes an awareness of the discipline of disability
studies, to provide a forum for discussion of current
issues and trends in disability studies, and to serve
as a network/clearinghouse/liaison for AHEAD
members and others (e.g., editorial staff of the
Disability Studies Quarterly and members of the
Society for Disability Studies) who are interested in
the field of disability studies.
Contact: Susan Mann Dolce, samann@buffalo.edu;
Karen Pettus, karen@mailbox.sc.edu
Graduate and Professional Students–”GAP”
Purpose is to help bridge the GAP experienced by
many service providers and students with disabilities
in graduate and professional programs.
Contacts: Jane Thierfeld Brown, jane.brown@law.
uconn.edu; Lisa Meeks, lisa.meeks@ucsf.edu
Career Planning/Placement
Offers practical strategies on how to empower
students and human resource managers to recruit,
hire, train, and promote qualified college graduates
with disabilities in today’s diversified work force.
Contact: Ronnie Porter, v.porter@neu.edu;
Marci Shafer, m.shafer@neu.edu
LD - AD/HD
Purpose is to collaboratively address the current and
salient issues of students with learning disabilities
(LD) and Attention Deficit/Hyperactivity Disorder
(AD/HD) in the postsecondary setting and the
professionals who work with them.
Contact: Carol Burrowbridge, burrowbridge_c@
mercer.edu; Matt Buckley, mbuckley@missouri.edu;
Mitchell Stoddard, mitchell_stoddard@sfu.ca
Community Colleges
Serves as a forum for dissemination of information
and promotion of shared problem solving around the
unique issues concerning students with disabilities at
community and junior colleges.
Contact: Jennifer Radt, jennifer.radt@uc.edu;
Teressa Eastman, teastman@butlercc.edu
12
Special Interest Groups (SIGs)
LGBTQA
The acronym LGBTQA refers to sexual orientations
and gender identities defined as lesbian, gay, bisexual,
transgender, queer, questioning, and allies (traditionally
heterosexual allies to the aforementioned group). The
LGBTQA Special Interest Group (SIG) will serve two
primary groups of AHEAD members, 1) those who are
LGBTQA-identified, and 2) those who would like more
information on the LGBTQ community so as to better
serve those students on our respective campuses.
Contact: Jen Dugger, jen.dugger@pdx.edu;
Holly Zuckerman, holly-zuckerman@utc.edu
Mental Health Disabilities
The mission of the Mental Health Disabilities Special
Interest Group is to improve services and the campus
climate for students with mental health disabilities.
This is accomplished by establishing a network for
disability service providers, providing a forum to get
answers to their questions, sharing useful resources,
and developing and promoting the use of best
practices to provide equal access to higher education
for students with mental health disabilities. See also
the MHD mini-site.
Contact: Barbara Blacklock, black005@umn.edu
Online and Distance Learning SIG
The online and distance learning SIG provides AHEAD
members with an opportunity to learn more about the
unique challenges of accommodating students with
disabilities in online and distance learning. The SIG
also offers members an opportunity to share resources
and strategies as well as network with others who are
working with online courses at their institutions.
Contacts: Kelly Herman, Kelly.hermann@esc.edu;
Shannon Wilke, shannon.wilke@phoenix.edu
Private Colleges (Formerly Independent Colleges and
Universities)
This SIG offers AHEAD members representing private
colleges and universities an opportunity to address the
issues and concerns unique to their institutions such as
the variety of responsibilities of their limited staffing.
Contact: Lori Colchagoff, lcolchagoff@findlay.edu;
Gabriella Tempestoso, gtempestoso@mills.edu
Racial and Ethnic Diversity and Disability
Aims to increase the awareness of AHEAD members
on issues of diversity pertaining to students from
historically underrepresented groups.
Contacts: Crystal Hill, crystalh@uca.edu;
Katy Washington, katywash@uark.edu;
Chinwendu Okoronkwo, cookoron@uark.edu
Student Athletes with Disabilities
The purpose of this SIG is two-fold: to discuss issues
and best practices as they relate to student-athletes
with disabilities in existing varsity sports and to
discuss ways to increase athletic opportunities on
college campuses for students with disabilities.
Contact: Matt Springer, Knoxville, mtspring@ius.edu
Technology
The AHEAD Special Interest Group on Technology
provides a means for members to learn about, and
get connected with, resources that are critical to the
intersection of disability and technology in higher
education today.
Contact: Sheryl Burgstahler, sherylb@uw.edu; Terrill
Thompson, tft@uw.edu
Veterans with Disabilities in Higher Education
Brings awareness of the unique skills required to
effectively work with veterans with disabilities,
provides a forum for discussion of current issues,
promotes scholarly research about veterans with
disabilities in higher education, provides a forum for
discussion of current issues and trends in veterans
issues, and serves as a network/clearinghouse/liaison
for AHEAD members on veterans issues and conduct
outreach activities to other professional organizations
also working with veterans with disabilities in higher
education.
Contact: Jorja Waybrant, waybrantj@uncsa.edu;
Dan Standage, dan.standage@studentveterans.org
13
Featured Presentations & Events
Welcome Reception
Tuesday, July 12, 7 - 9:30 pm, Grand Ballroom 7 - 10
Come join other AHEAD and pn2 attendees to kick off the wonderful 2016 event with great food, entertaining
music, and time to meet and greet friends brand new… and reunited. We look forward to you joining us in the
ballroom lobby area on the second floor of the JW Marriott Hotel!
First-Time Attendees Breakfast (by invitation only), Sponsored by Sonocent
Wednesday, July 13, 7:30 - 8:45 am, Grand Ballroom 5 - 6
AHEAD is excited by the number of first-time conference attendees. To welcome you and orient you to AHEAD,
please join us for the Sonocent First-Time Attendees Breakfast in Ballroom 5-6.
Opening Plenary
Wednesday, July 13, 3:30 - 5:15 pm, Grand Ballroom 5 - 6
Initiative for Empowerment and Economic Independence
Gregory Fehribach, Doninger Tuohy & Bailey LLP; The Fehribach Group and
Eskenazi Health
The Initiative for Empowerment and Economic Independence is a collaboration between the Sidney and Lois Eskenazi Health Hospital and Ball State
University’s Disability Project. Gregory Fehribach, the founder of The Disability Project, facilitates the collaboration of the Disability Project, Ball State’s
Office of Disability Services, and Eskenazi Health, where he serves on the
Health and Hospital Board of Trustees. The Initiative provides internship opportunities to colleges students with disabilities at Indianapolis’s premiere
hospital, Eskenazi Health, and other local Indianapolis businesses. The Disability Project identifies the daily barriers that people with disabilities face
and works with policymakers to build inclusive strategies into their communities to create accessible environments that welcome all people. In today’s global economy, understanding the
meaning of diversity has a significant impact on our collective potential for success. Greg will discuss ways to
increase the economic potential for people with disabilities by educating entrepreneurs and connecting qualified individuals with disabilities to public and private sector opportunities.
Gregory S. Fehribach has practiced law for 30 years. The founder of the Fehribach Group, Greg practices within the
firm Doninger Tuohy & Bailey, LLP. He is a Distinguished Fellow at Ball State University, where he coordinates the
Disability Project. The Disability Project, which identifies barriers that people with disabilities face, works with policymakers on how to build inclusive strategies into their communities. Greg’s focus on educating entrepreneurs in
this area is a unique dimension of the Disability Project. As part of the Disability Project, Greg offers a class on the
Americans with Disabilities Act of 1990, which highlights this diverse workforce of people with disabilities.
14
Featured Presentations & Events
Accommodation, Awareness, Advocacy: Supporting Deaf and
Hard-of-Hearing Students’ Transition to Postsecondary Education
Rachel Kolb, Emory University
The transition to postsecondary education poses a number of challenges for
deaf and hard of hearing students. This population has a low incidence rate
in mainstreamed higher education, meaning that university disability services
staff may be less experienced with accommodating these students. Succeeding in the college setting, both academically and socially, requires students
to exercise personal skills, including self-advocacy, that they might not have
used as extensively at earlier stages of their lives. Finally, the deaf and hardof-hearing population is so diverse, with a wide variety of backgrounds and
communication preferences, that pinpointing any single set of best practices
for accommodation can be elusive. In this talk, Rachel Kolb will address these
and other complexities for inclusion in the university setting, drawing insights from her master’s research in higher
education at Oxford and also from her own lifelong experiences as a deaf student (and, now, doctoral student and
aspiring academic). She will present a variety of different student perspectives, including her own, and examine
how disability services offices can help enable deaf and hard of hearing students in their transition to the postsecondary setting. Although “accessibility” is a concept that extends beyond the formal reach of disability services, this
talk will raise awareness of existing student perspectives that, in turn, may shape future approaches to comprehensive accommodations on university campuses.
A native of Albuquerque, New Mexico, Rachel Kolb received her B.A. and M.A. in English literature from Stanford University in 2012 and 2013, respectively. Rachel was named a Rhodes Scholar in November 2012 and recently completed two
degrees, a M.St. in English literature (1900-present) and a M.Sc. in Higher Education, at the University of Oxford. She is
now a Ph.D. student in English literature at Emory University, where she plans to focus on twentieth century American
literature, disability studies, and bioethics. Rachel has been profoundly deaf since birth and aspires to become a writer,
scholar, and public disability advocate. She has published print and online essays in venues ranging from Stanford magazine to The New York Times and The Atlantic. She has also presented about d/Deaf-related issues at several conferences
across the country, including TEDx Stanford in May 2013.
AHEAD Awards Luncheon
Friday, July 15, Noon - 2 pm, Grand Ballroom 5 - 6
Every year, conference attendees get together at the Annual Awards Luncheon. Not only will we have the chance to recognize members who have
made important contributions to the field and hear about AHEAD and
pepnet 2’s many activities over the past year, but we will be treated to comments by Dr. Nancy Evans.
Dr. Evans is a renowned author on the topic of higher education and a retired faculty member of the School of Educational Leadership and Policy at
Iowa State University. Her career has focused on college students from marginalized populations in a social justice context. Her upcoming publication,
Disability in Higher Education: A Social Justice Approach, examines how disability is conceptualized in higher
education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. She advocates taking a social justice approach in our work with students and will discuss working with the
institutional agents who design higher education environments.
15
Featured Presentations & Events
Closing Plenary
Saturday, July 16, 9 - 11 am, Grand Ballroom 5 - 6
Join our team of experts in a discussion of the future of disability and access in higher education. Informed by
a variety of perspectives, this engaging and provocative conversation will highlight the intersections of law and
policy, disability scholarship, diversity, institutional will, and practical reality. We will consider what’s possible,
what’s achievable, and what fluencies we need to lead our institutions. This capstone experience will tie together the week’s learning and networking experiences and prepare us to go back to our campuses to evolve office
practices, build coalitions, and encourage campus colleagues to share in the goal of creating welcoming and
inclusive communities.
•
•
•
•
Bea Awoniyi, Disability Service Professional and Student Affairs Administrator
Susan Burch, Author, Disability Studies Scholar, and Activist
Christopher Lanterman, Faculty Member, Accommodation Consumer
Jo Anne Simon, Disability Rights Attorney
16
Monday, July 11, 2016
Monday at a Glance
Preconference Institutes
9 am - 5:30 pm
#PC1, AHEAD Start, Rm. 304-306
#PC2, Law, Rm. 203-204
#PC3, LD/ADHD, Rm. 202
#PC4, DS Office, Rm. 309-310
#PC5, Hot Topics, Rm. GB 4
#PC6, Write to Learn, Rm. 201
Two-Day Preconference Institutes
Monday July 11 AND Tuesday July 12
9 am - 5:30 pm each day
(6.5 hours of direct instruction each day)
Session Evaluations can be found at:
http://sgiz.mobi/s3/0e760c88dced
#PC 1 AHEAD Start: Setting the Landscape for New
Professionals
Carol Funckes, AHEAD
Room: 304-306
This two-day Preconference Institute is designed to offer new disability resource professionals a comprehensive overview of the major issues that shape access in
higher education today. In the dynamic postsecondary
environment, the disability service office must be not
only a student service unit but a vital center of information, collaboration, and leadership for all members
of the campus community. Disability resource professionals must balance their work in determining and
coordinating accommodations for individual students
with their equally important role of campus-wide consultant, advisor, and leader.
Through instruction, discussion, and resource sharing,
we will explore the civil rights foundation, legal underpinnings, and practical realities of creating accessible,
welcoming higher education environments. We will
discuss both what must be done and what can be done
and consider ways to reframe messages about disability on our campuses. Guided by participant questions
and interests, we will cover the following topics:
• Basics of disability service in higher education,
including foundational legal concepts, perspectives of disability, the power of design, and lessons from history and disability studies;
• Promising approaches for using interview and
a variety of forms of information, including
third-party documentation, to assess barriers
and plan individual accommodations;
• Strategies for designing service delivery practices that minimize extra efforts by disabled
students and encourage faculty collaboration
in areas such as testing, note-taking, alternative formats, and captioning;
• Developing issues, including service/comfort
17
Monday, July 11, 2016
animals, dietary accommodations, attendance
policy modification as an accommodation, etc.
• The campus-wide role of disability resource
staff in collaborating with and consulting on information and communication technology (ICT)
accessibility, physical, curricular, policy, and information access;
• Office management: record keeping, strategic
planning, budgeting and resource management, and program review and assessment.
facilities accessible to persons with disabilities? What
accommodations are, or are not, required in the college
and university setting. This will include an exploration
of the digital world (websites, academic management
tools, on-line learning and adaptive technology), service and comfort animals, housing, ticketing, mobility
devices, emergency planning, and more. Topics unique
to higher education, such as admissions, discipline and
conduct, academic accommodations, and internships
will be covered. Individuals with expertise in students
with psychiatric disabilities, digital world, and facilities
Unlike online trainings and other forms of distant ed- access will join the presentation team.
ucation, this two-day Institute provides the opportunity for attendees to begin to develop a professional Included in the registration for this Preconference Instinetwork of their peers, the most valuable professional tute is a copy of Colker and Grossman, The Law of Disabildevelopment tool we can have!
ity Discrimination for Higher Education Professionals. The
AHEAD Start; Audience: Novice
content of this resource is well-aligned with the content
of this presentation, comprehensively covering most ma#PC 2 Introduction to Disability Law for DS
jor court decisions and Federal guidance pertaining to the
Professionals
definition of disability and disability discrimination law in
Paul Grossman, Hastings College of the Law; Retired
the postsecondary setting. For those professionals who
Chief Regional Attorney, OCR, San Francisco
must advise their campuses on employment questions,
Jamie Axelrod, Northern Arizona University
this publication also contains a full chapter on employMary Lee Vance, University of California, Berkeley
ment discrimination with regard to disability.
Room: 203-204
Legal Aspects; Audience: All
This Preconference Institute will give disability service
professionals a comprehensive introduction to post- #PC 3 Learning Disabilities/ADHD, Diagnostic
secondary disability law and establish a framework Assessment, and Professional Judgment, Oh My!!
for answering the questions they encounter on a daily Rhonda Rapp, St. Mary’s University
basis. We will begin by placing the responsibilities of Room: 202
disability services in a civil rights context: reinforcing This two-day Preconference Institute will provide a
the importance of a career in disability services with a comprehensive introduction to diagnostic assessreview of the history of discrimination against individ- ment as it applies to diagnosing learning disabilities
uals with disabilities and the emergence of the disabil- and ADHD, as well as information about students with
ity rights movement that culminated in the adoption of learning disabilities and/or ADHD.
disability laws. We will learn about the legal traditions
and concepts that all antidiscrimination laws share and It is a well-known fact that students with learning disabilwhat is unique to disability law. As the law shifts em- ities and/or ADHD tend to be the largest populations of
phasis from who is “an individual with a disability” to students with disabilities on college and university cam“qualification,” we will consider how the responsibili- puses requesting and receiving accommodations. Howties of a disability services professional are impacted? ever, the majority of disability services providers are not
trained educational diagnosticians and most have never
We will provide an exploration of the practical impli- taken even one diagnostic assessment course. Yet, colcations of the ADAAA’s definition of disability and the leges and universities require the results (documentaimplementing EEOC and impending DOJ regulations, as tion) of fairly recent, in-depth diagnostic assessments
well as their relationship to the AHEAD Guidance on for students who have a learning disability and/or ADHD
Documenting Accommodations. Once disability is es- in order to best shape the student’s academic accomtablished, what must be done to make programs and modations and related services.
18
Monday, July 11, 2016
Without training in diagnostic assessment it is difficult
and sometimes impossible to accurately understand
what the results of the assessment truly mean and
whether or not the results are important and/or significant. For instance, some individual test batteries yield
better results than others (Wechsler, Woodcock-Johnson, Wide Range Achievement, etc.). But, what does
“better” mean? What section(s) of the diagnostic report provide the most useful information for selecting
appropriate accommodations? And which section(s)
are better for knowing how to answer when faculty (tutors, supplemental instructors, etc.) want to know “what
else can I do?” Which section(s) are better for giving the
student information to use in selecting a viable fieldof-study and/or a major/minor? And which section(s)
help with the “reduce course load or not” decision? And
what about that old mantra “diagnostic assessments
must be redone every three years?” Is that true? Was it
ever true? The answers to these questions would probably surprise the majority of DS providers and might even
shock some! However, understanding what the answers
mean and understanding the true purpose of “diagnostic assessment” will definitely improve the functional
limitation(s)/appropriate accommodation(s) equation
and make it possible for DS providers to understand
how “Professional Judgment” is not only a “diagnostic
tool” but also an endeavor DS providers are more than
qualified to undertake.
The goal of this two-day Preconference Institute is
to provide in-depth information about “diagnostic
assessment” as it applies to learning disabilities and
ADHD, as well as information about students with
learning disabilities and/or ADHD. In addition, this
preconference will not only be highly interactive and
hands-on but will include “diagnostic” case studies,
real life examples of what it means to have a learning
disability and/or ADHD, and ample time for questions
and discussion.
DS Management; Audience: Novice to Intermediate
Full-Day Preconference Institutes
Monday, July 11, 2016
9 am - 5:30 pm
(6 hours of direct instructional hours)
#PC 4 Running A DS Office: It is YOUR Business!
Strategic Leadership and Enhancement of Disability
Services – Concepts & Practices (AVC)
Emily Lucio, Johns Hopkins University
Karen Pettus, University of South Carolina
Tom Thompson, California State University-Fullerton
Room: 309-310
DS providers today need to adapt to changing times with
a clearer vision of our mission and purpose, assessment
practices, and the development of financial resources.
In this session you’ll review a conceptual framework for
Disability Resources and learn about tools, techniques
and practices used by successful practitioners on three
diverse campuses: a private university, a public university and a suburban community college.
Participants will review a conceptual framework of Disability Resources with four key components: strategic
planning, assessment, operations, and resource development. The presenters will share examples and experiences from their campuses with relevant to these
components. Participants will have an opportunity to
consider and discuss their current roles in relation to
these four components, i.e., how much time they are
able to allocate to each of these activities in the course
of a semester or academic year. Participants will be guided in developing an action plan for the coming academic
year in which they can allocate time to one or more of
the four components. The emphasis will be on understanding what the work of a Disability Resources department encompasses and how to have a greater impact
on the campus community as a whole. This portion of
the preconference will occur in the morning session.
In the afternoon, the presenters will guide participants
through three forty-five-minute case studies where
they will work individually and in small groups. Case
studies will include a small college with a one-person
office, a midsize college, and a larger university or
community college. Participants will examine different
issues in each case study that will be related to the four
19
Monday, July 11, 2016
#PC 6 Helping Deaf and Hard of Hearing Students
Write to Learn: How STEM Teachers Can Add Writing
to Their Courses
Rose Marie Toscano, National Technical Institute for the Deaf at Rochester Institute of Technology
Linda Rubel, National Technical Institute for the Deaf at Rochester Institute of Technology
Room: 201
Research shows that writing enhances student learning
in all disciplines. This Preconference Institute will give
STEM faculty strategies for including writing in their
courses. Topics include: “writing to learn” activities,
development of writing assignments, and response to
student writing. Each participant will leave with a plan
#PC 5 Hot Topics and Trends in Curricular Accessibility for developing writing assignments and the tools to
Kara Zirkle, George Mason University
provide constructive feedback.
Room: Grand Ballroom 4
In this Preconference Institute we will look at current Through this session, participants will understand the
trends and topics in the area of curricular accessibil- importance of writing in the disciplines for deaf/hard
ity. In the modern university, the traditional paper of hearing students in STEM disciplines and, by incortextbook is only one of a plethora of requirements porating writing into their courses, will contribute to
in curricular accessibility, and institutions need to be students’ growing sense of confidence and competency
considering all of them. This session is ideal for up- in written English. Participants will choose one in-class
per administrators such as Vice Presidents, Deans of and one out-of-class writing idea and develop a prompt
Students, E-Learning departments, CIOs, DS Directors, or activity that will engage students in this type of writand others who need to understand the importance ing and develop a writing activity related to the content
of technology and curricular accessibility but who may in a STEM course they teach. They will also be able to
not perform “hands-on” work with assistive technol- practice and use two response techniques for writing to
ogy or alt media conversion. Technical topics will be learn activities that demonstrate constructive student
made clear for a non-technical audience. The intent feedback. They will learn to develop a scaffolded assignof this session is to bring attendees up-to-date on the ment, leading to a longer final written product that will
state of current curricular accessibility.
be formally evaluated and used to assess learning outcomes for their particular STEM courses.
Topics that will be covered will include:
pepnet 2; Audience: All
• Overview of obtaining files and basic production from a management perspective
• Legal overview
• STEAM (Science, Technology Engineering, Arts,
and Math) content and access technologies
• Multimedia accessibility
components of Disability Resources management.
By focusing on strategic planning, assessment, operations and resource development, DS providers can influence change in their office that will improve the provision of accommodations for students with disabilities
and which can lead to greater campus access and inclusion. DS providers will learn how they can embrace
a vision of their work that goes beyond direct support
for individual students, considers the impact of the environment as a primary barrier to access, and includes
a responsibility to impact the campus community.
Running A DS Office: It is YOUR Business!
Audience: Intermediate
Participants are encouraged to bring questions and
practices from their own institutions for discussion and
plan-building.
Access Technologies / Offered in the Hands-On
Technology Lab; Audience: All
20
Tuesday, July 12, 2016
Tuesday at a Glance
Preconference Institutes
9 am - 5:30 pm
#PC1, AHEAD Start, Rm. 304-306
#PC2, Law, Rm. 203-204
#PC3, LD/ADHD, Rm. 202
#PC 7, DS Office, Rm. 201
#PC8, Accessible, Rm. GB 4
#PC9, Five Steps, Rm. GB 1
#PC10, Faculty, Rm. 302
#PC11, DS Online, Rm. GB 2
Two-Day Preconference Institutes
Monday July 11 AND Tuesday July 12
9 am - 5:30 pm each day
(6.5 hours of direct instruction each day)
9 am - 12:30 pm
#PC12, Campus Tour, Rm. GB 3
#PC13, Complaints, Rm. 309-310
#PC14, DS Toolbox, Rm. 205
#PC15, Inclusion, Rm. 303
2 - 5:30 pm
#PC16, Animals, Rm. 309-310
#PC17, Self Determination, Rm. GB 3
#PC18, QIAT-PS, Rm. 303
#PC19, Training, Rm. 205
#PC 1 AHEAD Start: Setting the Landscape for New
Professionals
Carol Funckes, AHEAD
Room: 304-306
This two-day Preconference Institute is designed to offer new disability resource professionals a comprehensive overview of the major issues that shape access in
higher education today. In the dynamic postsecondary
environment, the disability service office must be not
only a student service unit but a vital center of information, collaboration, and leadership for all members
of the campus community. Disability resource professionals must balance their work in determining and
coordinating accommodations for individual students
with their equally important role of campus-wide consultant, advisor, and leader.
Through instruction, discussion, and resource sharing,
we will explore the civil rights foundation, legal underpinnings, and practical realities of creating accessible,
welcoming higher education environments. We will
discuss both what must be done and what can be done
and consider ways to reframe messages about disability on our campuses. Guided by participant questions
and interests, we will cover the following topics:
• Basics of disability service in higher education,
including foundational legal concepts, perspectives of disability, the power of design, and lessons from history and disability studies;
• Promising approaches for using interview and
a variety of forms of information, including
third-party documentation, to assess barriers
and plan individual accommodations;
• Strategies for designing service delivery practices that minimize extra efforts by disabled
students and encourage faculty collaboration
in areas such as testing, note-taking, alternative formats, and captioning;
• Developing issues, including service/comfort
7 - 9:30 pm
Welcome Reception, Ballroom 7-10
Session Evaluations can be found at:
http://sgiz.mobi/s3/0e760c88dced
21
Tuesday, July 12, 2016
animals, dietary accommodations, attendance
policy modification as an accommodation, etc.
• The campus-wide role of disability resource
staff in collaborating with and consulting on information and communication technology (ICT)
accessibility, physical, curricular, policy, and information access;
• Office management: record keeping, strategic
planning, budgeting and resource management, and program review and assessment.
facilities accessible to persons with disabilities? What
accommodations are, or are not, required in the college
and university setting. This will include an exploration
of the digital world (websites, academic management
tools, on-line learning and adaptive technology), service and comfort animals, housing, ticketing, mobility
devices, emergency planning, and more. Topics unique
to higher education, such as admissions, discipline and
conduct, academic accommodations, and internships
will be covered. Individuals with expertise in students
with psychiatric disabilities, digital world, and facilities
Unlike online trainings and other forms of distant ed- access will join the presentation team.
ucation, this two-day Institute provides the opportunity for attendees to begin to develop a professional Included in the registration for this Preconference Instinetwork of their peers, the most valuable professional tute is a copy of Colker and Grossman, The Law of Disabildevelopment tool we can have!
ity Discrimination for Higher Education Professionals. The
AHEAD Start; Audience: Novice
content of this resource is well-aligned with the content
of this presentation, comprehensively covering most ma#PC 2 Introduction to Disability Law for DS
jor court decisions and Federal guidance pertaining to the
Professionals
definition of disability and disability discrimination law in
Paul Grossman, Hastings College of the Law; Retired
the postsecondary setting. For those professionals who
Chief Regional Attorney, OCR, San Francisco
must advise their campuses on employment questions,
Jamie Axelrod, Northern Arizona University
this publication also contains a full chapter on employMary Lee Vance, University of California, Berkeley
ment discrimination with regard to disability.
Room: 203-204
Legal Aspects; Audience: All
This Preconference Institute will give disability service
professionals a comprehensive introduction to post- #PC 3 Learning Disabilities/ADHD, Diagnostic
secondary disability law and establish a framework Assessment, and Professional Judgment, Oh My!!
for answering the questions they encounter on a daily Rhonda Rapp, St. Mary’s University
basis. We will begin by placing the responsibilities of Room: 202
disability services in a civil rights context: reinforcing This two-day Preconference Institute will provide a
the importance of a career in disability services with a comprehensive introduction to diagnostic assessreview of the history of discrimination against individ- ment as it applies to diagnosing learning disabilities
uals with disabilities and the emergence of the disabil- and ADHD, as well as information about students with
ity rights movement that culminated in the adoption of learning disabilities and/or ADHD.
disability laws. We will learn about the legal traditions
and concepts that all antidiscrimination laws share and It is a well-known fact that students with learning disabilwhat is unique to disability law. As the law shifts em- ities and/or ADHD tend to be the largest populations of
phasis from who is “an individual with a disability” to students with disabilities on college and university cam“qualification,” we will consider how the responsibili- puses requesting and receiving accommodations. Howties of a disability services professional are impacted? ever, the majority of disability services providers are not
trained educational diagnosticians and most have never
We will provide an exploration of the practical impli- taken even one diagnostic assessment course. Yet, colcations of the ADAAA’s definition of disability and the leges and universities require the results (documentaimplementing EEOC and impending DOJ regulations, as tion) of fairly recent, in-depth diagnostic assessments
well as their relationship to the AHEAD Guidance on for students who have a learning disability and/or ADHD
Documenting Accommodations. Once disability is es- in order to best shape the student’s academic accomtablished, what must be done to make programs and modations and related services.
22
Tuesday, July 12, 2016
Without training in diagnostic assessment it is difficult
and sometimes impossible to accurately understand
what the results of the assessment truly mean and
whether or not the results are important and/or significant. For instance, some individual test batteries yield
better results than others (Wechsler, Woodcock-Johnson, Wide Range Achievement, etc.). But, what does
“better” mean? What section(s) of the diagnostic report provide the most useful information for selecting
appropriate accommodations? And which section(s)
are better for knowing how to answer when faculty (tutors, supplemental instructors, etc.) want to know “what
else can I do?” Which section(s) are better for giving the
student information to use in selecting a viable fieldof-study and/or a major/minor? And which section(s)
help with the “reduce course load or not” decision? And
what about that old mantra “diagnostic assessments
must be redone every three years?” Is that true? Was it
ever true? The answers to these questions would probably surprise the majority of DS providers and might even
shock some! However, understanding what the answers
mean and understanding the true purpose of “diagnostic assessment” will definitely improve the functional
limitation(s)/appropriate accommodation(s) equation
and make it possible for DS providers to understand
how “Professional Judgment” is not only a “diagnostic
tool” but also an endeavor DS providers are more than
qualified to undertake.
The goal of this two-day Preconference Institute is
to provide in-depth information about “diagnostic
assessment” as it applies to learning disabilities and
ADHD, as well as information about students with
learning disabilities and/or ADHD. In addition, this
preconference will not only be highly interactive and
hands-on but will include “diagnostic” case studies,
real life examples of what it means to have a learning
disability and/or ADHD, and ample time for questions
and discussion.
DS Management; Audience: Novice to Intermediate
Full-Day Preconference Institutes
Tuesday July 12, 2016
9 am - 5:30 pm
(6 hours direct instructional hours)
#PC 7 Running A DS Office: It is YOUR Business! Taking
the Lead on the Path to Access: Ways to Make a Difference on Your Campus
Adam Meyer, University of Central Florida
Kristie Orr, Texas A&M University
Room: 201
We may know a lot about accommodations, processes and specific disabilities. But as employees at our
institutions who are expected to develop and maintain access on campus, progress will stall if we do not
know how to lead our office and our campus partners
on the journey toward greater accessible thinking.
This hands-on, interactive Preconference Institute will
explore essential concepts all disability professionals
need to know in order to make a difference on campus.
Topics include:
• Exploring the purpose of your office
• Characteristics of leadership
• Effective communication
• Building trust
• Creating and working through change
• Working intentionally within your office culture
• Collaborating beyond your office walls
Familiarity with social model thinking as an office direction is beneficial but not required. Those in attendance will be expected to participate in various ways,
such as small and large group discussion and role plays.
At the end of the discussions, participants will have
more tools in their leadership tool kit. From there, the
excitement begins in taking it back to campus and figuring out how to further develop your effectiveness as
a leader. Disability personnel in all positions and sizes
of offices are welcome.
Running A DS Office: It is YOUR Business!
Audience: Intermediate to Advanced
23
Tuesday, July 12, 2016
#PC 8 Advanced Accessible Instructional Materials
Production Techniques and Concepts
Kara Zirkle, George Mason University
Room: Grand Ballroom 4
Meeting the increasing demand for e-text as an accessible text format depends on sophisticated techniques
for production and delivery, as well as an understanding
of our legal obligations and methods for managing all of
the above. While many colleges are creating e-text for
students with print disabilities, many more are unaware
of the process and requirements of creating appropriately usable materials in the This one-day Preconference
Institute will cover the use of a variety of tools for creating and editing digital curricular content, particularly
STEAM materials. The Institute is designed specifically
for participants who already have a solid understanding
of production techniques for standard text materials.
Alt Format Producers; Access Technologies / Offered in
the Hands-On Technology Lab
Audience: Intermediate to Advanced
#PC 9 Five Steps to Accessible Institutions
Terrill Thompson, University of Washington
Gaeir Dietrich, California Community College System,
High Tech Center Training Unit (HTCTU)
Room: Grand Ballroom 1
This interactive Preconference Institute will explore
five components of an accessibility strategy: conducting an audit and developing a corrective action strategy, setting institutional standards and a method to
monitor compliance, providing training and education
about accessibility, instituting procedures within the
procurement process, and providing and publicizing a
mechanism for reporting access barriers.
Access Technologies; Program Innovation/Campus
Collaborations; Audience: All
24
#PC 10 An Interactive Introduction to Faculty
Development: Reshaping the Focus of Disability Services
Elizabeth Harrison, University of Dayton
Room: 302
This interactive Preconference Institute will (1) introduce participants to faculty development as part of
their work; (2) explore ways to effectively embed discussion of inclusive design into faculty development;
and (3) provide opportunities to practice talking about
accessibility in faculty development terms. The facilitator has extensive experience in faculty development
and universal design.
Learning and Engagement; Program Innovation/
Campus Collaborations; Audience: All
#PC 11 Bringing Disability Services Online
Kelly Hermann, SUNY Empire State College
Jane Jarrow, Disability Access Information and Support
Room: Grand Ballroom 2
Online learning has been identified as an area of
growth for many institutions in recent years. The realities of implementing accessible online courses have
not always been addressed, yet disability service providers are called on to ensure student access in this
new and growing environment. In this one-day Preconference Institute, we will begin with definitions, the
principles of universal design, and the importance of
campus partnerships. We will then take a preliminary
campus commitment to digital accessibility to the next
level. Participants will learn about web accessibility
standards and partnering with campus colleagues to
develop comprehensive, faculty development opportunities and course review processes.
Access Technologies; Program Innovation/Campus
Collaborations; Audience: All
Tuesday, July 12, 2016
Half-Day Preconference Institutes
and influence, and consider how campus connections
are enhanced through DS leadership in these areas. The
CAS Disability Resources & Services Standards will be a
Tuesday July 12, 2016
central element in this Institute. The 2013 Standards will
9 am - 12:30 pm
be reviewed in detail, as will the student learning and
(3.25 hours direct instructional hours)
development outcomes structure which is integral to
CAS Standards. Participants will develop strategies and
#PC 12 A Campus Tour: Identifying its Many Parts and tools to “take home” for implementation. Bring your
Resolving Associated Accessibility Issues
worries and wonders about the topics of standards, outIrene Bowen, ADA One, LLC
comes and review to this Institute. You will leave with
Jim Kessler, Access Consultant
confidence to tackle these professional challenges in
Room: Grand Ballroom 3
new and more efficient ways.
Access at a college or university is not limited to stu- DS Management; Audience: All
dents and academics. It begins and ends with the
physical environment (buildings and landscapes) that #PC 15 PTI- # Total Inclusion Involves Accommodating
is host to ALL members of the academic community Distinctive Needs of Hard of Hearing Students
(faculty, staff, students, alumni/guests). We will exam- Corey Axelrod, Communication Services for the Deaf (CSD)
ine the campus and its many parts and discuss and il- Room: 303
lustrate access concerns: how to identify them, resolve As a hard of hearing individual, the presenter will adproblems, and work toward change.
dress audiological and cultural differences between
Legal Aspects; Audience: All
deaf and hard of hearing students. The presenter will
also identify hard of hearing students’ unique com#PC 13 Complaints From Every Angle (AVC)
munication needs and methods, enabling individuals
L. Scott Lissner, The Ohio State University
involved in the postsecondary education of hard of
Room: 309-310
hearing students to better provide accommodations
If you do your job well conflict is unavoidable. Wheth- needed by these students inside and outside the classer you are informally trying to resolve a conflict, for- room. As a result of participating in this session, parmally investigating a complaint, or providing testimony ticipants will understand the unique audiological and
to an outside agency, an understanding of formal com- cultural differences between deaf and hard of hearing
plaint processes and best practices provides you with students and also the benefits of different services that
important tools. Learn how to minimize complaints can be provided to hard of hearing students. Tips for
working effectively with service providers (e.g., interand embrace those that are unavoidable.
preters, captionists and agencies) will be shared.
Legal Aspects; Audience: Intermediate
pepnet 2; Audience: All
#PC 14 Polishing the Tools in your DS Toolbox: Using
Professional Standards to Enhance DS Effectiveness
Ann Knettler-Smith, Drexel University
Jean Ashmore, Rice University Emerita
Room: 205
Do the topics professional standards, learning outcomes,
and program review give you the willies? In this Preconference Institute, we will discuss these topics in-depth
to help you reframe your perspective by viewing measurable standards as additional tools for your DS toolbox. We will discuss the power a DS office can reap from
embracing standards, explore how learning outcomes
and program review can elevate departmental status
25
Tuesday, July 12, 2016
Tuesday July 12, 2016
2 -5:30 pm
(3.25 hours direct instructional hours)
#PC 16 Animals on Campus (AVC)
Irene Bowen, J.D., ADA One, LLC
Scott Lissner, The Ohio State University
Room: 309-310
Do questions about service animals and assistance animals continue to confound you, or do you want to learn
the finer points and how to develop policies? In this
Preconference Institute we will cover the basics and the
details. What kinds of animals are allowed in housing
or elsewhere? What verification/documentation can
be required? How are the interests of others and of the
university taken into account? We’ll lay the groundwork
by considering the three (or more) laws that may apply
and look closely at settlement agreements from federal
cases against the University of Nebraska/Kearney, Kent
State University, and others. We’ll work as a group to
analyze sample policies and identify what you may want
to include on your own campus.
Legal Aspects; Audience: All
#PC 17 Promoting Self-Determination in Higher
Education: Keys to Retention, Graduation, and PostGraduation Success
Sharon Field-Founder, Wayne State University
David Parker, Children’s Resource Organization (CRG)
Sally Scott, AHEAD
Jodi Sleeper-Triplett, JST Coaching, LLC
Christina Fabrey, Green Mountain College
Nicole Nelson, Purdue University
Room: Grand Ballroom 3
Based on their new book, the presenters will use
self-determination theory as a foundation for strategies that promote positive student outcomes. Campus collaborations that foster student autonomy and
success include academic coaching, Universal Design
for Instruction, contemplative practices, and programming that supports resilience and grit. This Preconference Institute will introduce relevant research, describe practical strategies, and engage participants in a
discussion about growth mindsets.
Learning and Engagement, Program Innovation/
Campus Collaborations, Transition/Career;
Audience: All
26
#PC 18 Quality Indicators for Assistive Technology in
Postsecondary Education (QIAT-PS)
Janet Peters, University of Illinois Chicago
Rachel Kruzel, Augsburg College
Claudia Connelly, Santa Fe College
Room: 303
The Great Lakes and the Southwest ADA Centers entered into a collaborative project in 2009 with a number of universities interested in improving service delivery of assistive technology in their organizations.
This hands-on Preconference Institute examines results of the pilot project, the products developed, and
the next phase for QIAT-PS. We recommend attending
this session with your team.
Access Technologies, DS Management, Transition/Career, Assistive Technology Service Delivery Improvement; Audience: All
#PC 19 Training Faculty and Professionals to Create
Equity and Access
Cindy Camp, pepnet 2
Mark Camp, Jacksonville State University
Room: 205
Continuing education is important for anyone who
works on a college campus. While we recognize the
importance of universal design in the classroom, we
don’t always apply these techniques to our professional development opportunities. This Preconference Institute will demonstrate tools and methods for engaging learners at all levels, from student to professional.
The session will focus on the basic principles of universal design (UD), what makes adult learners unique,
and methods for engaging a diverse group of learners.
Participants will create a learning activity that includes
at least one UD technique.
pepnet 2; Audience: All
Wednesday, July 13, 2016
Wednesday at a Glance
7:30 - 8:45 am
First-Time Attendees Breakfast
(by invitation only)
Sponsored by Sonocent
Grand Ballroom 5 - 6
9 - 11 am
Concurrent Block 1
11:30 am - 12:30 pm
Concurrent Block 2
12:30 - 2 pm
Lunch on your own
2 - 3 pm
Concurrent Block 3
3:30 - 5:15 pm
Opening Plenary
5:15 - 7:15 pm
Exhibit Hall Grand Opening, Griffin Hall
Session Evaluations can be found at:
http://sgiz.mobi/s3/0e760c88dced
Concurrent Block 1
Wednesday July 13
9 - 11 am (2 hours)
#1.1 Creating the New Narrative: Your Role in the
Future of Disability Service (AVC)
Lisa M. Meeks, University of California, San Francisco
Manju Banerjee, Landmark College
Jen Dugger, Portland State University
Kevin Johnson, Berklee College of Music
Elisa Laird-Metke, Samuel Merritt University
Michelle Rigler, University of Tennessee- Chattanooga
Melanie Thornton, University of Arkansas, CURRENTS
Bill Welsh, Rutgers University
Room: Grand Ballroom 9 & 10
As DS providers, our job descriptions rarely speak to
our greater commitment for, and role in, equity and
inclusion. New and newer service providers can be
inspired to become leaders and change agents by beginning the conference with an instructive and motivational discussion around these larger roles. Following a
“Call to the Field,” a panel of respected DS leaders will
share their thoughts on entering disability services in
a reflective, what-I-wish-I-knew-then format, touching
on topics such as advocacy, policy, partnerships, diversity, leadership, and creating your dream career.
AHEAD Start; Audience: Novice
#1.2 “There’s an App for That!” What’s New!
Deanna Arbuckle, University of Dayton
Room: Grand Ballroom 4
iPhone and Androids! Laptops, Tables, Cell Phones &
Watches! Students are using more and more technology to aid in their learning. As you continue to work
with students, it may be helpful to have some key apps
you can recommend. We may also need to support faculty! This presentation will identify some key apps for
both teaching and learning.
Access Technologies / Offered in Hands-On Technology
Lab; Audience: All
27
Wednesday, July 13, 2016
#1.3 Relaxation Station: Unique and Effective Methods
for Coping with Postsecondary Stress
Terra Beethe, Bellevue University
Kristie Orr, Texas A&M University
Katheryne Staeger-Wilson, Missouri Developmental Disabilities Council
Chester Goad, Tennessee Technological University
Room: Grand Ballroom 7
Life in a postsecondary environment can be incredibly stressful. It’s important as disability professionals
to stay on top of our game. Come join us for ways to
cope, manage, and eliminate stressors in your world.
Presenters will share varied methods (spiritual, physical, emotional/mental wellbeing, and creativity) that
help them avoid burnout. Session will be interactive
and audience participation is encouraged!
Running a DS Office: It is YOUR Business!
Audience: Intermediate to Advanced
#1.4 OCR Year in Review
Karen Mines, Chief Attorney, U.S. Department of
Education, Office for Civil Rights, Chicago Office
Dan Altschul, Senior Civil Rights Attorney, U.S.
Department of Education, Office for Civil Rights, Chicago Office
Room: Grand Ballroom 1 & 2
The Office for Civil Rights ensures equal access to education and promotes educational excellence through
active enforcement of federal civil rights laws. OCR assists individuals with disabilities facing discrimination
and guides advocates and institutions in developing
systemic solutions to civil rights problems by investigating complaints, initiating compliance reviews, and
providing proactive technical assistance. This session
reviews illustrative decisions over the last year, which
may help you in formulating policy and practice on
your own campus.
Legal Aspects; Audience: All
28
#1.5 Equity and Access: Illuminating the Pathways for
Students with Intellectual Disabilities
Lance Alexis, Middle Tennessee State University
Bea Awoniyi, Santa Fe College
Margaret Camp, Clemson University
Scott Lissner, The Ohio State University
Adam Meyer, University of Central Florida
Cheryl Muller, University of Arizona
Room: 309-310
We know from evidence-based research and practice
that some students with intellectual disabilities (ID)
benefit greatly from postsecondary experiences and
these opportunities have expanded in the last several years. Traditional disability offices can play a vital
role in facilitating an accessible campus experience for
these students. This panel session will feature a conversation with disability office representatives who are
proactively and collaboratively working with their respective campus intellectual disability programs in an
effort to reduce disability-related barriers. Equity and
access should be for all campus students with disabilities. Learn how these disability offices are making it
happen for students with intellectual disabilities.
Mini-conference: Students with Intellectual Disabilities
Audience: All
#1.6 Invitation to Dance: A Documentary Film by Simi
Linton and Christian von Tippleskirch
Karen Pettus, University of South Carolina
Room: 105
Invitation to Dance traces Simi Linton’s first reluctant
foray onto the dance floor at a party to present day
when dance has become a central theme in her social
life, activism, and work. Ultimately, the film is a never-before-told coming out story of disabled people
staking their claim to “equality, justice, and a place on
the dance floor!” Join to screen the new film as a possible programming resource on your campus. (A discussion of the film will be facilited in the next session;
participants should register for both concurrent #1.6
and #2.6.)
Disability Studies; Campus Outreach and Training
Audience: All
Wednesday, July 13, 2016
#1.7 Using Video-based Instruction to Change
Attitudes and Knowledge about Disability
Greg Long, Northern Illinois University
Room: 304-306
“Perspectives on Disability”, is a self-paced MOOC designed to create awareness, comfort, and sensitivity
toward disability. In this session, the presenter will
describe how this course, which was recognized with
Blackboard’s 2014 Exemplary Course Directors Choice
Award, was created and delivered to be accessible,
universally designed, and massive, while fostering attitude and behavior change. Its use in postsecondary
settings will be emphasized.
Program Innovation/Campus Collaborations
Audience: All
#1.10 A University-Wide Approach to Inclusion: A
Model Bridging Teaching, Learning and Accessibility
(AVC)
Brandy Usick, University of Manitoba
Carolyn Christie, University of Manitoba
Laurie Anne Vermette, University of Manitoba
Room: Grand Ballroom 8
A large research-intensive university is taking an institutional approach to disability-related accommodations. An extensive review and consultation process
culminated in several recommendations about policy,
academic requirements, service provision, and education. This session, led by disability services, administration, and teaching and learning staff, will provide opportunities to discuss elements of the plan and share
best practices with applicability to your institution.
#1.8 The Answers Aren’t in the Back of the Book or in Program Innovation/Campus Collaborations
the Computer
Audience: Intermediate
Pamela Butler, Equal Employment Opportunity and
Diversity National Security Agency
#1.11 Building Pathways to Careers for Students with
Room: 206
Disabilities
This presentation provides insight on federal employ- Curtis Richards, Institute for Educational Leadership
ment opportunities and looks at areas that individuals William Myhill, Burton Blatt Institute, Syracuse University
need to consider and be prepared to discuss for em- Rhonda Basha, Office of Disability Employment Policy,
ployment opportunities. During the interactive ses- U.S. Department of Labor
sion, tips and ideas will be given on how to best pre- Melissa VanDyke, Pellissippi State Community College
pare students for opportunities in federal employment. Room: 203-205
Resume development, elevator speeches, interview As community college enrollment among students with
techniques and resource information will be discussed. disabilities grows, so does the need for new strategies
Transition/Career; Audience: All
to increase their success. Learn about inclusive integrated education and career development strategies
#1.9 Their Turf, Terms, and Time: Reaching and
that two colleges are piloting to help students acquire
Supporting Student Veterans
skills and credentials for high wage, high skill employJoanna Boval, University of California, San Diego
ment with support from the US Department of Labor’s
Adam Crawford, Ohio State University
Office of Disability Employment Policy.
Room: 201-202
Transition/Career; Audience: All
Student veterans, many with disabilities, are arriving
on our campuses in increasing numbers. How do we
connect this population with disability services? Attendees will learn how to work with student veterans
on their terms, in their time, and on their turf, creating
relationships that increase the likelihood of a successful transition from military service to university life.
Program Innovation/Campus Collaborations
Audience: All
29
Wednesday, July 13, 2016
#1.12 An Introduction to PROJECT ACCESS: Effective
Classroom Strategies to Improve Learning and
Educating Deaf and Hard of Hearing Students
Leslie Hussey, Austin Community College
Patricia Phelps, Austin Community College
Caroline Koo, Austin Community College
Room: 302-303
This workshop guides mainstream faculty members
thought an Individual Plan for Change to help them
determine how to adapt their classrooms for deaf and
hard of hearing students. Key topics include: “top ten”
things students want teachers to know, using universal
design to benefit all students, lecture strategies, and
tips for effective communication. Attendees will learn
about staff training resources available from DeafTEC.
pepnet 2; Audience: All
#1.13 Quality is No Accident: Raising Quality
Standards for Deaf/Hard of Hearing Accommodations
Without Raising Costs
Kate Ervin, TypeWell
Becky Davidson, University of Nebraska, Kearney
Joyce Dworsky, Vital Signs, LLC
Room: Grand Ballroom 3
This roundtable discussion will explore the practical and
philosophical challenges of promoting high standards of
quality for accommodations to meet the needs of Deaf
and hard of hearing students effectively, with limited
budget and staff resources. Participants will conduct
mock “observations” of accommodations and learn how
to incorporate Quality Assurance into vendor contracts,
staff development, and training. Customizable templates, forms, and checklists will be provided.
pepnet2; Audience: All
30
Concurrent Block 2
Wednesday July 13
11:30 am - 12:30 pm (1 hour)
#2.1 Universal Design 101
Wendy Harbour, AHEAD
Room: Grand Ballroom 7
You’ve probably heard the term “universal design,” but
what does it really mean? This session will cover the
basics of universal design in college-level courses, with
practical ideas for both supporting faculty in designing
better classes AND using UD concepts to design a better, more accessible service environment for the students you serve.
AHEAD Start; Audience: Novice
#2.2 The Power of GIS Technology: Developing an
Accessible Campus Map
Chris Lanterman, Northern Arizona University
Lauren Copeland-Glenn, Northern Arizona University
Room: Grand Ballroom 4
Campuses are accountable to their students, staff,
faculty and visitors to assure physical and informational access. This presentation will document the
inter-departmental collaboration and decision protocols involved in developing a university campus map.
A carefully designed GIS database provides equitable
accessibility to assistive technology and pertinent accessible routing information for end users.
Access Technologies / Offered in Hands-on Technology
Lab; Audience: All
#2.3 Maximize your Collaborative Efforts by Being
Intentional with Your Office Brand
Adam Meyer, University of Central Florida
Room: 201-202
All businesses have a brand that creates a perception
for their customers. A disability office is no different.
Based on how your office functions, the language it
uses, its customer service approach and more, students, faculty and staff develop a certain awareness
and opinion of your office operations. A positive perception will maximize collaborative efforts. A negative
perception will create a perpetual uphill battle. This
session will explore some concepts of brand awareness and strategies to maximize your office brand.
Running a DS Office: It is YOUR Business!
Audience: Intermediate to Advanced
Wednesday, July 13, 2016
#2.4 Illuminating Pathways Towards Event Planning
that Ensure Equity and Access
Emily Lucio, Johns Hopkins University
L. Scott Lissner, The Ohio State University
Irene Bowen, ADA One, LLC
Room: 309-310
Does your school have sports events? Conferences?
Commencement exercises? Concerts? Tours? Festivals? How accessible are they? We are prepared to
guide you down an illuminated pathway with tips on
how to ensure your event planning is accessible to all.
This program will cover physical access, communication, advertising, alternative formats, and ticketing.
Legal Aspects; Audience: Intermediate
#2.7 Expanding Access: The Narrative Intake Technique
for Students Without Documentation (AVC)
Stephen Loynaz, Florida International University
Room: Grand Ballroom 9 & 10
The latest version of the ADAA affords us a more generous definition of what acceptable documentation is.
In an effort to expand and continue to provide access
to our institution’s educational opportunities, the Narrative Intake Technique was developed. In this demonstration attendees will learn the technique and its accompanying forms will be reviewed and practiced.
DS Management; Audience: All
#2.8 Learning Strategies Instruction: The Key to
Success for Students with Learning Disabilities (AVC)
Jill Sieben-Schneider, University of Colorado Boulder
Christopher Stone, University of North Carolina
Wilmington
Room: Grand Ballroom 8
This session will provide learning strategies in reading, writing, memorization, test preparation and time
management. Six characteristics of success (knowledge/acceptance of disability, learning to compensate,
self-advocacy, goal setting, perseverance, and use of a
support system) will be incorporated throughout the
presentation. This session is for disability service professionals who work with students to implement these
strategies or can provide them as a resource.
Learning and Engagement; Audience: All
#2.5 Expanding Your Toolkit: Using AT to Decrease
Barriers for Students with Intellectual Disabilities
Molly Boyle, Think College at UMass Boston
Room: 304-306
In this session, we will discuss the academic barriers
that students with Intellectual Disabilities may experience and how the DS provider can approach working
with students to find effective solutions. Strategies will
include cross- campus program collaborations; basic understanding of different types of AT and how they may
support individuals with ID; and developing follow-up
procedures to ascertain whether solutions are working
or need to be supplemented. This session will utilize case
studies, a broad range of technologies, and best practice
guidance; participants will leave with multiple tools to
creatively meet the wide range of student needs.
#2.9 Using Technology and Case Management to
Mini-conference: Students with Intellectual Disabili- Improve Outcomes of Students with TBI
ties; Audience: All
Anne Leopold, JBS International
Callista Stauffer, Kent State University
#2.6 Using Invitation to Dance in Teaching Disability Karen Stewart, Kent State University
Studies and Campus Awareness Programs
Room: 302-303
Katheryne Staeger-Wilson, Missouri Developmental The presentation will highlight activities and lessons
Disabilities Council
learned from Project Career, which supports the tranKaren Pettus, University of South Carolina
sition of veteran and civilian students with TBI from
Room: 105
postsecondary academic settings to employment. The
Invitation to Dance tells the story of disabled people project uses cognitive support technology (iPad and
staking their claim to “equality, justice, and a place on Apps), mentoring, and individualized case managethe dance floor!” Join us in a discussion on using this ment to improve students’ academic outcomes, career
film as a tool in teaching disability studies and under- readiness, and transition to employment settings.
standing the value of incorporating disability studies in Transition/Careers; Audience: All
our work as disability resource professionals. (The film
will be screened in the preceeding session; participants
should register for both concurrent #1.6 and #2.6.)
Disability Studies; Audience: All
31
Wednesday, July 13, 2016
#2.10 Data Driven: Using your Data to Secure
Resources and Create Change
Emily Shryock, The University of Texas at Austin
Kelli Bradley, The University of Texas at Austin
Room: Grand Ballroom 1
Explore how disability service staff can strategically collect and use data to advocate for changes within their
offices and across campus. Examples from The University of Texas at Austin will be shared with attendees
to provide them with the opportunity to consider how
they can use their own data to pursue specific goals at
their institutions.
Research and Data; Audience: All
#2.11 It Starts with Empathy: Opening the Door
to Access
Shawna Foose, Tulane University
Patrick Randolph, Tulane University
Room: 206
Given the broad range of students we interact with, it
can be difficult to understand an individual student’s
experiences and the barriers they face. Empathy can
ease anxiety for both the speaker and the listener and
provide DS staff with much of the information they
need to make informed, reasonable decisions.
DS Management; Audience: All
#2.13 One Size Does Not Fit All: Interpreting Services
and Equitable Access
Tia Ivanko, pepnet 2
Kathy Schwabeland, pepnet 2
Room: Grand Ballroom 3
This session will be an interactive practical discussion
about meeting the communication needs of students
who utilize sign language interpreters. Using the guideline of “effective communication” as outlined by the
Department of Justice as a frame, the presenters will
offer information, discussion, and resources to support
an interactive collaboration that results in effective and
equitable services.
pepnet 2; Audience: Intermediate/Advanced
Lunch & Learn Sessions
12:30 - 2 pm
Grab a lunch from our on-site vendor and join us for
educational programming during the lunch hour on
Wednesday and Thursday. No pre-registration is required. Additional titles will be available with details
available on-site in Indianapolis.
L&L1 Eye to Eye: Utilizing Mentoring to Promote
Engagement in Students with Disabilities
Marcus Soutra-Eye to Eye
Lisa Fronckowiak-SUNY Buffalo State
#2.12 Trending Now: Distance Learning
Eye to Eye Dipl TBD
Shannon Aylesworth, pepnet 2
Room: 304-306
Room: 203-205
The presentation will include a description and defini- This session highlights lessons learned from Eye to
tion of distance and online learning options, distinguish- Eye’s decade of mobilizing college student with learning between asynchronous, on-demand, streaming, and ing disabilities and ADHD across dozens of college camsynchronous sessions. Research and statistics validate puses, featuring the voices of Eye to Eye staff, a Disabilthe increase of distance and online instructional oppor- ity Service Director, and a student.
tunities in recent years and will demonstrate the need Audience: All Learning and Engagement
for disability services to consider proactive approaches
to ensuring access within these challenging environ- L&L2 Tools to Retain Students and Support Universal
ments. Participants will also explore access challenges Design on Your Campus
from various perspectives, including students, provid- Paul Brown, Texthelp
ers, coordinators, and instructors. The presenter will Room: 309-310
provide a brief overview of the various technologies in- As many as 60% of students entering the Higher Educavolved in access for distant and online classes.
tion setting are not prepared to succeed. Fortunately,
pepnet 2; Audience: Intermediate/Advanced
technology can help. This fast-paced session will share
the top tools needed by struggling learners, ideas for
increasing usage of the tools across campus and tips
for making sure materials are accessible.
32
Wednesday, July 13, 2016
L&L3 Supporting College Students with Diabetes:
Accommodations, Concerns, and Resources
Emily Ike, The College Diabetes Network
Stacey Cunnington, The College Diabetes Network
Room: 201-202
As a disability service coordinator, you may have questions about how to best support students with diabetes. Come to the College Diabetes Network Lunch and
Learn to discuss questions, concerns, and accommodation. We’ll share resources to help you best support
this population of students.
Concurrent Block 3
Wednesday July 13
2 - 3 pm (1 hour)
#3.1 Developing Effective Student Staff: A Way to Do
More with Less
Cheryl Muller, University of Arizona
Room: Grand Ballroom 1
Keeping up with the nuts and bolts of coordinating accommodations, responding to phone calls and email,
and handling day-to-day tasks can challenge disability
resource staff no matter the size of the office. Many of
L&L4 Student Learning Outcomes in Disability Service
us hire student workers to help but may be concerned
Practices
about the type of work appropriate for students, how
Jean Ashmore, AHEAD Representative to CAS
to recruit and train them, confidentiality, and profesAnn Knettler-Smith, Drexel University
sionalism. In this session, we will explore the many isSally Scott, AHEAD
sues involved in working with student staff and considRoom: 203-205
er how to develop not only effective support staff but
Bring your lunch for a discussion about disability of- proponents of campus-wide accessibility.
fices’ use of student learning and development out- AHEAD Start; Audience: Novice
comes. Learn what AHEAD members are doing in this
area, based on member input from a spring semester #3.2 Industry and Higher Ed: Partnering to Drive
survey. Share your experiences, frustrations, and curi- Accessibility In Technology Products Used On Campus
osities about this topic. DS offices are often expected Elizabeth Delfs, Pearson, Inc.
to utilize a student outcome model in service delivery, Cheryl Pruitt, California State University
and this lunch and learn session will give you excellent Jonathan Thurston, Pearson, Inc.
grounding to tackle the challenges.
Rick Ferrie, Pearson, Inc.
Room: Grand Ballroom 4
L&L5 How to Increase Student GPA and Retention by
Effective accessible procurement policies hold the
Improving How Students Take Notes
market solution to inaccessible technology. In recDave Tucker, Sonocent LLC
ognition of this, the Department of Justice routinely
Room: Grand Ballroom 1
incorporates accessible purchasing policy clauses in
Drawing on examples from academic institutions that settlement agreements. A policy that achieves results
have implemented the latest audio-editing technology necessitates careful planning, assessing vendor capato increase GPA and student retention, this session will bilities, understanding the nontechnical legal standard
show how note-taking is absolutely intrinsic to learning for defining when an accommodation or modification
and academic success for students, particularly those is accessible, and establishing vendor relationships
students with learning disabilities who can find taking that yield real improvements in accessibility. We will
effective notes independently especially challenging.
describe how it can be accomplished.
Access Technologies / Offered in the Hands-on
Technology Lab; Audience: All
33
Wednesday, July 13, 2016
#3.3 Strategically Managing Your Office and Planning
for the Future
Emily Lucio–Johns Hopkins University
Room: Grand Ballroom 7
Managing a disability services program is similar to
running a small business. Effectively managing issues
are critical to a manager’s achievement. Developing effective policies and procedures will ensure a program’s
goals and objectives are realized. Program development is accomplished through thoughtful assessment,
strategic planning, developing learning outcomes, and
evaluation. The goal of this session is to provide newcomers a foundation of information and best practices
in managing a disability services office.
Running a DS Office: It is YOUR Business!
Audience: Novice
#3.4 Facilitating Access in Response to Requests for
Emotional Support Animals (AVC)
Amanda Krauss, University of Arizona
David Wagner, University of Arizona
Room: Grand Ballroom 9 & 10
Requests for assistance animals (emotional support/
companion animals) in residence halls and on campus
continue to increase, presenting university officials
with sometimes difficult decisions that require the
balancing of several different interests. This presentation will include perspectives from disability resources and legal counsel with an eye toward facilitating
access while responding to the various concerns such
requests can engender
Legal Aspects; Audience: All
34
#3.5 Effective Collaborations between Disability
Services and Programs for Students with Intellectual
Disabilities in Indiana
Jean Updike, Indiana University
Lisa Graham, Marion Community Schools
Eric Wagenfeld, Indiana Purdue at Ft Wayne
Candace Joles, Vincennes University
Room: Grand Ballroom 5 & 6
The panel will explore the relationship between the
disability services offices on three campuses and their
programs for students with intellectual disabilities in
Indiana. The session will highlight how the relationships were established, the services that are currently
being utilized by the students, and the process for acquiring these services.
Mini-conference: Students with Intellectual Disabilities
Audience: All
#3.6 The Academic Experiences of College Students
with Disabilities
Jessica Sniatecki, The College at Brockport, SUNY
Linda Snell, The College at Brockport, SUNY
Room: 203-205
This session will focus on findings obtained in a qualitative interview study which examined the academic
experiences of college students with disabilities. The
session will provide attendees with heightened knowledge regarding the specific academic experiences and
challenges that students with disabilities may encounter in college and how these barriers may impact their
college experience, career-related decisions, and career development.
Research and Data; Audience: All
Wednesday, July 13, 2016
#3.7 Win-Win: Partnering with Faculty to Promote
Research and Data-Based Practices
Sally Scott, AHEAD
David Parker, Children’s Resource Group (CRG)
Larry Markle, Ball State University
Roger Wessel, Ball State University
Wade Edwards, Longwood University
Room: 309-310
Are you curious about using data from your office in
new ways or participating in a research project related
to students with disabilities on your campus? Come join
this panel of disability resource professionals and faculty talking about successful partnerships that promote
research and data- based practices. Learn more about
opportunities to publish your work in AHEAD’s Journal
of Postsecondary Education and Disability (JPED).
Research and Data; Audience: All
#3.10 Innovative Multimedia Design for Curriculum
Accessibility
Beth Jamison, Grand Canyon University
Dave Basham, Grand Canyon University
Room: 201-202
Join us as we share innovative methods for adapting
Universal Design Resource (UDR) into curricular multimedia to ensure access for all, and learn how understanding and applying UDR concepts can be good
business for educators. We will share example projects
using assistive technology tools and explore a model
for how UDR principles can be incorporated throughout the curriculum development process.
Access Technologies; Audience: Intermediate
#3.11 Silo-Breaking: Collaborating Campus-Wide to
Move from Disability “Support” to Universal Design
(AVC)
#3.8 Creating a Student-Run Disability Identity
Elisa Laird-Metke, Samuel Merritt University
Collective
Craig Elliott II, Samuel Merritt University
Kate Gallagher, Macalester College
Room: Grand Ballroom 8
Room: 304-306
The office serving students with disabilities remains
As a disabled college student I found it disempowering largely walled-off from other campus departments, perthat there were no groups on campus in which disabled petuating campus barriers. This dynamic workshop will
students could congregate around shared identity like use a Community Organizing framework to address how
many others could. This presentation will give the history to create the structural conditions to enable campus ofand structure of identity collectives, the formation of the fices to break down silos, consider issues of access for
Disability, Chronic Pain, and Chronic Illness Collective, and students with disabilities in decision-making, and centhe student testimonies about the benefits of the group. tralize the role of disability support in student learning.
Disability Studies; Program Innovation/Campus
Universal Design; Campus Outreach; Audience: All
Collaborations; Audience: All
#3.12 Make it Memorable: Fostering an Equivalent
#3.9 Blue Pathways: An Adaptable Group Program for Experience For Deaf Individuals On Your College
Students on the Autism Spectrum
Campus
Stephen Loynaz, Florida International University
Diana Kautzky, Deaf Services Unlimited
Mercedes Bryant, Florida International University
Room: 302-303
Room: Grand Ballroom 3
The college experience is more than what happens
Nationwide there is an increase of students on the Au- within the walls of a classroom. Simply providing intism Spectrum attending colleges and universities. As a terpreters and captionists in the classroom is not an
result, the need for effective programming to assist this equivalent college experience for Deaf students. Learn
unique population of students is in demand. During this strategies for fostering a Deaf-friendly environment
session, we will discuss Florida International University’s where Deaf students, faculty, and visitors can become
“Blue Panthers Group,” a free, effective life and coping an active member of your campus’ community.
skills group for students on the Autism Spectrum.
pepnet 2; Audience: All
DS Management; Audience: All
35
Wednesday, July 13, 2016
#3.13 Development of an Online Suite of VR,
Substance Abuse, and Mental Health Assessments to
Enhance Employment of Individuals who are Deaf
Deb Guthmann, Wright State University
Josephine Wilson, Wright State University
Room: 105
Creating accessible online assessments for students
and youth who are deaf or hard of hearing involves
more than just adding an interpreter to a video. Join us
for this presentation that uses a 5-year NIDILRR project to demonstrate how assessments in American Sign
Language related to career exploration, mental health,
and substance abuse have been developed, normed,
and validated.
pepnet 2; Audience: All
36
ClockWork
Database Scheduler is an
integrated management tool designed
for College and University Counseling,
Disability and Student Service departments.
Group Scheduling:
Clockwork’s calendar system combines a
At the heart of
sophisticated and flexible student data
ClockWork is a powerful
management system to provide integrated
group scheduling system.
tools for counseling depts. Researched,
Meetings, availability
designed and used by universities and
schedules, exams &
colleges, ClockWork assists staff with their
day-to-day workload. ClockWork emphasizes tests and resources are
easily entered and tracked.
ease of use, security, confidentiality,
reporting, and is highly customizable.
- Test and Exam Booking - Reports & Forms- Accomodation Letters - Intake Forms - Service Provider - Notetaker Booking - Session Notes - Instant Messaging Reporting; ClockWork’s
Report Manager software
can extract and present
an almost unlimited variety
of statistical reports.
37
Online Test &
Exam scheduling:
ClockWork’s Exam
Manager simplifies
the complexities of
scheduling exams
and special test
accommodations.
Data Forms: ClockWork
includes a completely
customizable data
collection system.
Create custom forms
with Clockwork’s form
editor that reflect your
school's unique needs.
Contact us at
sales@microscience.on.ca
or scan our QR Code for
a free demonstration.
MICROCOMPUTER Science Centre Inc.
Toll Free: (800) 290-6563
www.microscience.on.ca
38
Thursday, July 14, 2016
Thursday at a Glance
9 - 11 am
Poster Session I, Exhibit Hall
11 am - 12:30 pm
Concurrent Block 4
12:30 - 2 pm
Lunch on your own
2 - 3 pm
Concurrent Block 5
4 - 5:30 pm
Concurrent Block 6
5:30 - 7 pm
International Reception (Invitation Only)
Grand Ballroom Foyer
Session Evaluations can be found at:
http://sgiz.mobi/s3/0e760c88dced
Poster Session I
Thursday July 15, 9 - 11 am
(120 minutes with Exhibit Hall)
PS-Th1 Collaborations Between Disability and Career
Services on Campus
Yelda McCoy, University of Mississippi
The employment rate for people with disabilities holding bachelor’s degrees or higher is three times lower
than that for those without disabilities. Join us to hear
about a program initiative established at the University
of Mississippi between Disability and Career Services
to help improve employment outcomes for students
with disabilities and better guide them as they transition from college to employment.
PS-Th2 Graduation for Students with Disabilities:
Impact of Performance-Based Outcomes
Larry Markle, Ball State University
Roger Wessel, Ball State University
William Knight, Ball State University
In a longitudinal study of 32,000 students at a Midwestern university, the graduation rates of SWDs were
compared to other students. The study sought to determine if educational policy (i.e., performance based
outcomes of completion, progression, and productivity), as established by a state board of education, has
the potential to negatively influence students with disabilities and the institutions they attend.
PS-Th3 Apps and Accessibility: Technology for Students
on the Autism Spectrum
Karen O’Hara, Miami University
Mark O’Hara, Miami University
This presentation gives an overview of current research
in educational technology and accessibility. Presenterswill review curricular approaches to using technology
in the classroom, focusing on accessible technology
forstudents on the autism spectrum. They will also review iPad “apps” that facilitate accessible learning forstudents in pre-K -12 classrooms.
39
Thursday, July 14, 2016
PS-Th4 Collaborating in Making a Makerspace on Your
Campus? Guidelines for Accessibility and Universal
Design
Lyla Crawford, DO-IT, University of Washington
Many universities are launching initiatives to create
makerspaces, physical spaces where students, faculty,
and the broader community can share resources and
knowledge, work on projects, network, and build. Find
out how disability services can contribute to the design
process to apply principles of universal design to ensure the spaces, tools, and community are accessible
to as many individuals as possible.
your staff with a new found sense of interest. In this
presentation the staff from the Student Accessibility Services department at Florida Atlantic University
share a diverse range of ideas that they have implemented to encourage positive change with the aim of
being bold, innovative and collaborative.
PS-Th8 Development of an Online Suite of Career,
Substance Abuse and Mental Health Assessments for
Individuals who are Deaf
Deb Guthmann, Wright State University
Josephine Wilson, Wright State University
Participants will learn about a five year NIDRR federalPS-Th5 Using Work Life Balance to Improve Consulting ly-funded project which is in the process of developing
Skills
an online suite of assessments related to career exploDeanna Arbuckle, University of Dayton
ration, mental health, and substance abuse. The online
Work-life balance is about managing the expectations suite includes web-based assessment instruments in
between work and home without significant conflict. American Sign Language (ASL) that will help to reduce
This balance can be active or passive, beneficial or access barriers to for individuals who had only been
harmful. If you are not addressing WLB, the negative able in the past to take these assessments in English.
implications can be seen in the quality of your work
and relationships as well as physical and mental health. PS-Th9 STEM Signs Dictionary Project from NTID/
As DS professionals we need to address our WLB and DeafTEC
Geoffrey S. Poor, National Technical Institute for the
may need to work with our student’s WLB.
Deaf at Rochester Institute of Technology
PS-Th6 Reconsidering the Boundaries of Animals When This presentation demonstrates the STEM Signs DictioAddressing Increasing Anxiety in College Students
nary Project. Information Technology and Lab Sciences
Laura Warde, Oklahoma State University
terms, along with technical definitions and sentence
Oklahoma State addresses increased student anxiety level context, are presented online in both English text
with an active therapy dog program, blurring the lines and ASL video. More disciplines’ dictionaries are being
about where non-service animals are allowed on cam- created. The website containing this resource will be
pus. The focus of this session is to describe problems available for participants to experience fully.
encountered in OSU’s particular animal situation, explain how a large campus addressed these issues, and PS-Th10 Using Web Conferencing to Foster Inclusive
Course Experiences for Deaf Students
the result of moving toward a more inclusive space.
Elissa Weeden, Rochester Institute of Technology
PS-Th7 Is your Disability Services office feeling stag- Kathryn Schmitz, Rochester Institute of Technology
nant? Twenty inspiring ideas for re-invigorating your Web conferencing software can place all components
disability environment
of a class session on a single screen viewed by students
Michelle Shaw, Florida Atlantic University
in real-time and recorded for later, self-paced review.
Stuart Buckley, Florida Atlantic University
This study will focus on the implementation of web
Eileen Mathis, Florida Atlantic University
conferencing software in a mainstream, college course
Ingrid Jones, Florida Atlantic Universtiy
to explore its utilization by both hearing and deaf/hard
It’s easy to get stuck in the same old routine when run- of hearing students inside and outside of class sessions.
ning your disability services office. Developing some
new creative ideas into exciting initiatives can provide
a deeper level of student engagement and can infuse
40
Thursday, July 14, 2016
PS-Th11 Communicating with Deaf or Hard of Hearing
Students: Top Ten Tips
Jennifer Coyle, pepnet 2
Kathy Schwabeland, pepnet 2
Visit our poster for a list of the top ten tips for communicating with students who are deaf or hard of hearing.
We’ll also provide some materials and links that you
can use during faculty and staff development activities
to bridge the communication gap and create a more
welcoming, inclusive environment.
Concurrent Block 4
Thursday July 14
11 am - 12:30 pm (90 minutes)
#4.1 What Is a Reasonable Accommodation - And by
Whose Definition? (AVC)
Jane Jarrow, Disability Access Information and Support
Scott Lissner, The Ohio State University
Room: Grand Ballroom 9 & 10
Under 504/ADA, we are obligated to provide reasonable accommodations for qualified students with disPS-Th12 Making a Difference: Evaluating the Impact
abilities who need those accommodations in order to
of Faculty Tutoring for Deaf Students
have full access. What constitutes reasonable? ReaAnn Hager, National Technical Institute for the Deaf at sonable for whom (student or institution)? This session
Rochester Institute of Technology
will explore both the legal underpinnings and practical
Mark Pfuntner, National Technical Institute for the
application of this critical element of our practice.
Deaf at Rochester Institute of Technology
AHEAD Start; Audience: Novice
Postsecondary Deaf and hard of hearing students who
mainstream into classes at the Rochester Institute of #4.2 Online Accessibility: Best Practices from Those
Technology are offered academic support through Who Have Been There, Done That
teams of discipline based faculty. This session will Kelly Hermann, SUNY Empire State College
present data recently collected from 52 deaf students Room: Grand Ballroom 4
majoring in business to evaluate the significance of tuOnline courses have certainly been in the middle of the
toring on academic success and the characteristics of
growth strategy on many college campuses in the past
effective tutors.
few years, especially with the advances in educational
technology. This panel of disability service providers are
PS-Th13 Accommodations for Deaf and Hard of Hearveterans in online learning and here to share their expeing Students: Qualified Providers
riences and advice with their colleagues who are lookTia Ivanko, pepnet 2
ing to improve their approach to online accessibility.
Shannon Aylesworth, pepnet 2
Access Technologies / Offered in the Hands-On
No discussion regarding hiring qualified service pro- Technology Lab; Audience: All
viders is complete without an understanding of the
definition of “qualified” and the concept of “effective #4.3 Data Gathering, Research, and Reporting:
communication” for students who are deaf or hard of Advancing the Mission of Disability Resources
hearing. This poster will guide participants as they con- Tom Thompson, California State University-Fullerton
sider the process of hiring ASL interpreters or speech- Room: Grand Ballroom 3
to-text providers and the knowledge, skills, abilities,
Administrators in higher education have to learn to
related work experiences, and certifications that com“speak the language” of upper level administrators,
prise a qualified provider.
including providing “metrics and outcomes data.” This
session will focus on proven tips for advancing your
PS-Th14 Assistive Listening Devices
work through gathering data on students and services,
Melanie Thornton, CURRENTS and pepnet 2
working collaboratively with institutional research, and
Interested in knowing more about assistive listening learning how to package and present your findings ustechnology? How can technology be used to create ing update emails, short reports, fact sheets, and data
the most beneficial listening environment? This poster gathered from departmental evaluations.
and related materials provide a brief overview of how Running a DS Office: It is YOUR Business!
assistive listening devices, especially FM systems, may Audience: Intermediate to Advanced
benefit deaf and hard of hearing individuals.
41
Thursday, July 14, 2016
#4.4 The Line in the Sand: An Introduction to
Identifying Essential Academic Requirements
Barbara Roberts, Michigan State University
Brandy Usick, University of Manitoba
Carolyn Christie, University of Manitoba
Laurie Anne Vermette
Room: Grand Ballroom 7
Structured approaches to identifying essential academic requirements are not yet wide-spread practice
in North America. This challenges disability services
staff and faculty who must balance accommodation
legislation and student need without creating fundamental alterations to program requirements. Led by
disability service staff, educators, and administrators,
this hands-on workshop teaches how to design, develop, and articulate inclusive, program-specific, essential
academic requirements.
DS Management; Audience: All
#4.6 Exploring the Intersection of Autism and Mental
Health
Jane Thierfeld-Brown, Yale University
Michelle Rigler, University of Tennessee Chattanooga
Amy Rutherford, University of Tennessee Chattanooga
Lisa Meeks, University of California, San Francisco
Room: Grand Ballroom 1
Students with Autism continue to be an increasing population on college campuses. Students who also have
mental health diagnoses are struggling, and our campuses are unsure of how to appropriately meet their
complex needs. This session will address mental health
services for student with Autism: how these services
are different (and how are they the same) and where
the campus delivery points are.
DS Management; Audience: All
#4.7 Passport to Possibilities: Students with Disabilities
Tell Their International Exchange Stories Through Film
#4.5 Psychiatric Disabilities: Evaluation of Self-Harm Ashley Holben, Mobility International USA
and Direct Threat for Postsecondary Institutions (AVC) Teri Adams, Stanford University
Diego Demaya, Southwest ADA Center
Reid Davenport, Stanford University
Room: Grand Ballroom 8
Room: 302-303
The 1990 ADA has not prevented discrimination against After returning home from experiences abroad, stucollege students grappling with family, social and aca- dents with disabilities are harnessing the story-telling
demic pressures that have caused a mental crisis such power of video and film to show that international exas severe anxiety or depression and attempted suicide. change is for everyone. In this session, we will screen
The 2008 ADA Amendments Act has forced OCR to shift several short videos documenting the stories and imits investigations to reject disciplinary action against pact of students with diverse disabilities who have
students who threaten self-harm or harm to others. studied or volunteered internationally. Discussion on
Campus administrators and police departments must how disability professionals can become champions
now focus on support and accommodation of students for access to international opportunities will follow.
undergoing a mental crisis to avoid liability and foster Program Innovation/Campus Collaborations
an inclusive educational environment. Diego will pro- Audience: All
vide an update on Federal enforcement efforts and
review best practices toward establishing a legally sus- #4.8 Fostering Student Self-Determination and
tainable policy of inclusion while assuring the safety of Enhancing Learning through Coaching
students and faculty. He will also discuss strategies to Christina Fabrey, Green Mountain College
meet state “clear and present danger” reporting ob- Jodi Sleeper-Triplett, JST Coaching, LLC
ligations while assuring the privacy and well-being of Room: Grand Ballroom 2
students facing an emotional or psychiatric crisis.
Often students with disabilities are not provided opLegal Issues; Audience: All
portunities to master self-determination skills, yet
college requires them to be autonomous and flexible.
Through coaching, service providers can encourage
students to engage and reflect on their own academic
performance. In this session, we will review the concepts of coaching and how to effectively use coaching
42
Thursday, July 14, 2016
skills to enhance self-determination and foster effi- Johns Hopkins University approached these questions.
cient, resilient learners.
Access Technologies; Program Innovations/Campus
DS Management; Audience: All
Collaborations; Audience: All
#4.9 Partnering for Preparedness: Designing Inclusive
Emergency Preparedness Training for Persons with
Disabilities
Valerie Haven, University of Massachusetts
Ann-Marie McLaughlin, University of Massachusetts
Room: 206
Campus emergency training and exercises are important components of emergency preparedness. In this
presentation, we will describe the development and delivery of the first inclusive University of Massachusetts,
Boston active shooter training, discuss the responses of
the participants with disabilities, and showcase resources for designing an inclusive training exercise.
DS Management; Program Innovation/Campus
Collaborations; Audience: All
#4.10 Making Lemonade: DOJ Inquiry Sparks Campus-Wide Universal Design Culture Shift at CU-Boulder
Alaina Beaver, CU-Boulder
Sandra Sawaya, CU-Boulder
Room: 203-205
We will trace CU-Boulder’s journey from its involvement in a U.S. Department of Justice investigation to
emerging as a national example of an accessible research-one campus. Through examples of our threepronged approach (support, education and outreach)
for shifting our campus culture toward universal, design we hope to inspire both conversation and action
at other institutions.
Program Innovation/Campus Collaborations
Audience: All
#4.11 Words of Experience: Establishing an Electronic
and Information Technology (Eit) Accessibility Policy
Emily Lucio, Johns Hopkins University
Jason Schnell, Johns Hopkins University
Brian Klaas, Johns Hopkins University
Room: 304-306
You recognize a need for an EIT policy, but now what?
Some of questions you might face if you’re looking to
develop and implement a new policy on your campus
include: Where do I start? Whose support do I need?
How do I get it? This session will inform you on how
#4.12 Post Production Captioning- One University’s
Model for Success
Kate Skarda Lewandowski, University of WisconsinMadison
Room: 309-310
The University of Wisconsin-Madison successfully provides post-production captioning. Please join us for
our presentation as we break down our approach for
increasing post-production capacity and how a strong
partnership with faculty can help you succeed. Topics
for discussion include:
1. Expectations about roles, responsibilities, and
funding
2. Determining post-production captioning workflow
3. Creating a customized captioning plan with faculty
pepnet 2; Audience: All
#4.13 The Changing Legal Landscape: Testing
Accommodations for Deaf and Hard of Hearing Students
Ruth C. Loew, Educational Testing Services
Mary Morrison, pepnet 2
Room: 201-202
Recent changes in the legal context for testing agencies’ accommodations decisions, including increased
emphasis on accommodations history, underscore the
importance of collaboration between testing agencies
and disability services. Presenters, representing a testing agency and a university, will discuss individual accommodations requests from deaf or hard of hearing
students that illustrate how collaboration can assist students in obtaining appropriate testing accommodations.
Audience: All; pepnet 2
43
Thursday, July 14, 2016
Lunch & Learn Sessions
12:30 - 2 pm
L&L9 Bringing Mentees and Mentors together in a
National Mentoring Network
Grab a lunch from our on-site vendor and join us for Jamboor K. Vishwanatha, National Research Mentoreducational programming during the lunch hour on ing Network
Wednesday and Thursday. No pre-registration is re- Room: Grand Ballroom 3
quired. Additional titles will be available with details The session will inform participants of the importance
of engaging in mentorship and networking. Additionavailable on-site in Indianapolis.
ally, participants will receive information about the
L&L6 Web Accessibility: Converting PDFs to WCAG 2.0 National Research Mentoring Network (NRMN), which
is a network that provides all trainees across the bioCompliant HTML
medical, behavioral, clinical and social sciences with
Patrick McGovern, Onix
evidence-based mentorship, networking and profesRoom: Grand Ballroom 1
sional development.
In this workshop we will share best practices for web
accessibility from a variety of universities and review
L&L10 Clockwork for Student Services
various strategies and use cases for converting and
George Melendy, Microscience Learning 4 All
publishing PDF documents to WCAG compliant HTML.
Room: Grand Ballroom 7
Attendees will learn how the Equidox tool can streamline processes to enhance disability services manage- Clockwork Enterprise Solutions is a comprehensive
management system for disability service offices.
ment and ensure online course accessibility.
Clockwork provides a single solution to supporting the
L&L7 Writing for the AHEAD Journal of Postsecondary complex coordination and record-keeping needs of disability resource offices in postsecondary environments
Education and Disability
Roger Wessel, Executive Editor, Journal of Postsecond- throughout the United States and Canada. Learn how
counselors and administrators can streamline manageary Education and Disability (JPED)
ment of Disability Services Departments and accelerRoom: 203-205
ate productivity through this simple but powerful apResearchers and practitioners in the disability, technolplication.
ogy, career and higher education fields, among others,
regularly submit manuscripts to the JPED. This session
is designed for those who are considering writing articles for the Journal and will include a review of current
topics, what the JPED Editorial Board looks for in successful articles and a walk-through of the manuscript
submission process.
L&L8 The National Center for College Students with
Disabilities
Wendy Harbour, NCCSD
Room: Grand Ballroom 2
In Fall 2015 AHEAD was awarded FIPSE funding to establish the NCCSD. The creation of the Center fulfills a
requirement in the Higher Education Act to offer a clearinghouse of information and training to help students
better navigate higher education. Come learn about the
first steps the NCCSD is taking in its outreach to college
students, parents, higher education professionals, faculty, researchers and policymakers. We will introduce you
to the online clearinghouse, which you can share with
prospective and current college students.
44
Thursday, July 14, 2016
Concurrent Block 5
Thursday July 14
2 - 3 pm (60 minutes)
#5.4 Working with Parents of Students with Disabilities: Building Bridges Instead of Fences (AVC)
Paul Harwell, Texas A&M University
Kristie Orr, Texas A&M University
Room: Grand Ballroom 8
#5.1 Making Data Meaningful
Parents are often negatively labeled “helicopter parLinda Sullivan, Harvard University
ents” for being too involved in their children’s college
Room: Grand Ballroom 1
experience. This confuses them since parental involveQuantitative, qualitative, surveys, utilization, projecment is encouraged through the K-12 system as a best
tions… we are a field that is full of data and its applipractice. Partnering with parents can provide valuable
cation. In this session we will explore the many uses of
information to the skilled disability service provider. In
data in a disability resource office including how to get
this presentation, we will explore how to engage parents
started, where to collect it, and how to use it in your
as partners while students transition to independence.
daily work. A Ph.D. is not required to create data-driven practices!
#5.5 Determining Clinical Accommodations in Health
AHEAD Start; Audience: Novice
Science Programs: Upholding Standards While
Creating Equal Access (AVC)
#5.2 New Universal Design Approaches and
Lisa Meeks, University of California, San Francisco
Technologies for Web Accessibility
Elisa Laird-Metke, Samuel Merritt University
Marc Zablatsky, Ai Squared
Room: Grand Ballroom 9 & 10
David Young, Ai Squared
In this session, we will explore the interactive process
Room: Grand Ballroom 4
when determining reasonable accommodations in
The goal of this session is to arm educational instituthe clinical environment. Disability service providers
tions with practical steps they can take to implement
will leave the session with a greater understanding of
more universal design strategies and technologies.
the process for determining and implementing clinical
Though this is intended as a general discussion on uniaccommodations and how to identify when a potenversal and inclusive design, we will draw primarily from
tial accommodation compromises patient safety or
examples related to web accessibility. This session will
challenges technical standards. Participants will work
be delivered in a lecture / presentation style, with multhrough complex accommodation requests to solidify
tiple opportunities for group participation.
the concepts presented.
Access Technologies / Offered in the Hands-on
DS Management; Audience: All
Technology Lab; Audience: Intermediate
#5.6 An Overview of Current Processes for Address#5.3 Developing a Team that Works: Applying the
ing Accessibility in Classrooms
Situational Leadership Model In A Disability Services
Don Merritt, University of Central Florida
Office
Pam Rea, University of Central Florida
Grace Moskola, Rollins College
Room: 304-306
Room: Grand Ballroom 2
Through collaboration across units, the University of
A leader’s role in staff development is crucial to the overall
Central Florida has begun addressing accessibility in
success of a disability services office; however, with varyclassrooms more thoroughly than in the past. In this
ing levels of experience, competence, and commitment
session, we will present what is being addressed, how
of individuals, forming a cohesive team can sometimes
and by whom, and the challenges still present in physfeel like trying to herd cats. The Hersey-Blanchard model
ical spaces.
of Situational Leadership will be used to guide the discusProgram Innovation/Campus Collaborations
sion on how leaders can transform the varying levels of
Audience: All
maturity and motivation of staff members into functional
working relationships and a productive office team.
Running a DS Office: It is YOUR Business!
Audience: Intermediate to Advanced
45
Thursday, July 14, 2016
#5.7 Generating Stigma: Hitchcock Films and
Psychological Disability
Mark O’Hara, Miami University
Room: 309-310
Through analyzing five films featuring characters with
mental/psychological disabilities, this presentation
studies the construction of mental illness as a label and
category and how aspects of the media shape societal
perception of persons marked with these labels. The
films used to assist in exploring cultural attitudes toward mental illness in American movies are directed
by Alfred Hitchcock: Vertigo, Marnie, Spellbound, The
Birds, and Strangers on a Train.
Disability Studies; Audience: All
#5.10 Utilizing Technology and Strategies to Promote
Success for Students with Disabilities
Kara Zirkle, George Mason University
Room: 201-202
We will look at some of the common uses of technology in postsecondary environments and find new and
intriguing ways to remove barriers to access through
universal design. We’ll focus on the built-in accessibility features of MAC and PC platforms, Microsoft Office,
Adobe Reader, and browsers. This session will give attendees a chance to seek out additional information
and applications for mobile devices.
Access Technologies; Audience: All
#5.11 From Soldier to Student: Working with Wounded
#5.8 Collaborating with Career Services
Warriors, Particularly Those with PTSD and TBI
Tracey Forman, Texas A&M University
Lauren Sebel, Austin Community College
Room: 203-205
Room: Grand Ballroom 7
Disability Services and Career Centers are seeing an This workshop will focus on what student veterans face
increase in the number of contacts by potential em- as they transition from soldier to student. Presentation
ployers looking for ways to target their recruitment ef- includes information on common disabilities veterans
forts towards students with disabilities. Join us for a face, with a focus on PTSD and TBI, typical classroom
summary of what is driving this trend and a review of effects and accommodations, advising strategies, and
examples, programs, initiatives, strategies that can be improvements campuses can make to better serve this
coordinated with Career Services to help improve ca- population of wounded warriors.
reer opportunities for student with disabilities.
DS Management; Audience: All
Transition/Career; Audience: Novice
#5.12 Strategies for Preparing Deaf Students and
#5.9 A Model for Change: Building Partnerships to
Interpreters for Study Abroad Opportunities
Develop Math Accessibility Guidelines
Barbara Borich, University of Arizona
Candida Darling, Salt Lake Community College
Jana Swenson, Freelance Interpreter
Paula Michniewicz, Salt Lake Community College
Room: 206
Shawna Haider, Salt Lake Community College
This presentation will give disability resource staff
Room: 302-303
strategies for preparing deaf student and interpreters
Driving college-wide change for accessibility is a huge for study abroad and other distant interpreting assigntask. At Salt Lake Community College, the Disability Re- ments. For example, how do the students and the insource Center, Mathematics Department, and Center terpreter(s) balance near constant curricular and social
for eLearning worked together to develop the math de- communication needs with the need for rest and down
partment’s accessibility guidelines using the principles of time? Presenters will highlight their own international
universal design for learning. Our collaborative approach experiences, share resources and strategies, and facilhas helped change attitudes towards accessibility among itate a discussion regarding lengthy off-campus interfaculty in the mathematics department and provided a preting assignments.
model for additional work across the college, for both pepnet 2; Audience: Intermediate/Advanced
online and face-to-face classes. Topics include: strategies
for driving college-wide change, faculty and instructional
design perspectives, and impact on faculty attitudes.
Program Innovation/Campus Collaborations
Audience: All
46
Thursday, July 14, 2016
#5.13 Building Self-Advocacy Skills During Transition –
Tools for Your Toolbox!
Jim Brune, Western Regional Interpreter Education
Center, Western Oregon University
Heather Holmes, pepnet 2
Room: Grand Ballroom 3
Self-determination and self-advocacy are essential for
a successful transition for students with disabilities.
These skills require explicit instruction and opportunity to practice hands-on application. Many students
have no experience in advocating for their needs and
would benefit from tools designed to encourage skill
development. Join us to learn about accessible tools to
use with students who need additional support.
pepnet 2; Audience: All
#6.2 Post-Production Captioning: Tools of the Trade!
T.J. DiGrazia, PostCAP, LLC
Room: Grand Ballroom 4
The goal of my session is to educate service coordinators on available captioning tools ranging from free
“Do It Yourself” (DIY) methods to professional software
options. I will provide an opportunity for service coordinators to experience a captioning tool “live.” Each
participant will have the option to create a one-minute
captioned video using DIY software. We’ll evaluate the
results of our findings2424 during the last portion of
the session.
Access Technologies / Offered in the Hands-on
Technology Lab; Audience: All
#6.3 Identifying and Changing Habits as a Key to
Individual and Organizational Change
Elizabeth Harrison-University of Dayton
Concurrent Block 6
Room: 309-310
Thursday, July 14
Routines or habits rule our daily work—faculty hab4 - 5:30 pm (90 minutes)
its in teaching, students’ habits in studying, DS center
#6.1 Illuminating the Options: Data Management Tools habits in conducting business, relating to students, and
thinking about disability. This session will explore curfor Improving Service Delivery and Office Operations
rent thinking about how to change habits and the acHeidi Scher, University of Arkansas
companying need to acknowledge grief or regret as we
Jamie Axelrod, Northern Arizona University
change both individually and organizationally.
Reed Claiborne, University of Arkansas at Little Rock
Running a DS Office: It is YOUR Business!
Room: Grand Ballroom 3
Are you staggering under all the paperwork related Audience: Intermediate to Advanced
to the accommodations process and searching for a
better way? Our panel will include disability resource #6.4 The Legal Year in Review (AVC)
professionals from several universities who grappled Jo Anne Simon, Attorney
with these same issues. Each of our offices has ad- Paul Grossman, Hastings College of the Law; Retired
opted the use of a different database specifically de- Chief Regional Attorney, OCR, San Francisco
signed for DR/S offices, including Accessible Informa- Room: Grand Ballroom 9 & 10
tion Management (AIM), ClockWork, and an internally Every year is active in the Federal and state courts. Our
developed system. We will discuss our processes for esteemed and knowledgeable colleagues will analyze
determining which system provided the best fit for our key illustrative cases and decisions in 2015 that have
offices and our implementation processes, along with potential impact on college students and campus policies, practices, and environments.
pros and cons of systems we selected.
Legal Aspects; Audience: All
AHEAD Start; Audience: Novice
47
Thursday, July 14, 2016
#6.5 Creating Inclusive Classrooms and Campuses
with Microsoft Technologies
Clint Covington, Microsoft Engineering Team
Robin Lowell, Microsoft Innovative Educator Expert
Room: Grand Ballroom 2
Every day, on campuses around the world, students
and teachers use Office applications such as OneNote
or Skype and Windows devices such as Surface Pro 3 to
collaborate, communicate, create, and consume content. This session, led by Principal Program Manager,
Clint Covington from the Microsoft Office engineering
team, will involve a presentation on what Microsoft is
doing to ensure our experiences in education are being
built in line with inclusive design principles. It will also
involve a presentation by Robin Lowell, a member of
the Microsoft Innovative Educator Expert program and
a former teacher of visually impaired at Washington
State School for the Blind. She will lead a discussion
on things teachers and students can do when using
technology on campuses to ensure that group meetings, class presentations, and class assignments are
inclusive, building upon the content she presented in
accessibility training for educators.
Access Technologies; Audience: All
#6.7 The Changing Face of Bias: Exploring Disability
Bias and Microaggressions
Amanda Kraus, University of Arizona
Room: Grand Ballroom 7
We may think it easy to identify bias, but emerging
research suggests that contemporary bias manifests
more subtly, or “positively” through altruistic or preferential treatment. As disability services professionals,
it is important that we have an awareness and sensitivity to disability bias. The presenter will discuss emerging research on bias and microaggressions and relate it
to practice in disability services.
Disability and Diversity; Audience: All
#6.8 In Pursuit of Equity on Behalf of Blind Students:
A Multimodal Toolkit for Use on Your Campus
Jewls Harris, Portland State University
Jen Dugger, Portland State University
Room: 304-306
We know that “levelling the playing field” actually requires much more than accommodations alone but
- especially as it relates to the educational access of
blind students - we are not always sure what more we
can do. Portland State University (OR) has developed
a social justice approach to providing accessible and
#6.6 Beyond Accommodations: Creating Proactive
inclusive education for those who are blind. Join us
Inclusion In High-Impact Courses
for an overview of our program and gain the tools you
Abigail Katz, UC Santa Cruz
need to go beyond compliance back on your campus!
Room: 206
Program Innovation/Campus Collaborations
This session presents the development, implementa- Audience: All
tion, long-term goals, and reflections of the Inclusive
Core Pilot Program (ICPP), a campus collaboration be- #6.9 Is This Person Ready to Be a College Student?
tween the disability service office and the residential (AVC)
colleges at UC Santa Cruz to achieve greater inclusion Jane Thierfeld Brown, Yale University
for students with disabilities in first-year composition Laura Ackles, Rochester Institute of Technology
courses. ICPP offers a model, tailorable to various in- Room: Grand Ballroom 8
stitutional circumstances, that utilizes strategic, da- Every day in disability services we see students who
ta-driven initiatives to support success.
are underprepared, unmotivated, and not ready for
Research and Data; Audience: All
the rigors of academic life. How do we assist them to
develop the maturity and skills that college requires?
In this session, we will discuss strategies and programs
and share best practices.
DS Management; Audience: All
48
Thursday, July 14, 2016
#6.10 Best Practices for Graduate Students with
Disabilities: Lessons from a Grad-Specific Outreach
Program
Rick Gubash, University of California Santa Cruz
Felicia Peck, University of California Santa Cruz
Room: 203-205
Graduate students with disabilities (GSWD) face different barriers than undergraduates. DS offices generally
need more awareness of the types of barriers they encounter, and outreach to GSWDs should be specialized
and differentiated from outreach to undergraduates.
This session will share best practices for DS staff serving
GSWDs, based on our experience with a year-long graduate student outreach and support program at UCSC.
DS Management; Audience: Intermediate
#6.11 Understanding Social Experiences of College
Students with Disabilities in an Ableism Awareness
Group
Christa Bialka, Villanova University
Danielle Morro, Villanova University
Room: 302-303
This presentation describes qualitative research on the
social experiences of five college students with physical disabilities who participate in LEVEL. LEVEL is a student-led ableism awareness group that addresses the
academic and social needs of college students with disabilities. Attendees will gain insight into an innovative
collegiate program aimed at enhancing the postsecondary experiences of students with disabilities.
Research and Data; Audience: All
#6.12 Surfing the Wave: Dealing with the Growing
Demand for Captioning in Education
Karen Graham, CaptionAccess, LLC
Bill Graham, CaptionAccess, LLC
Kathy Cortopassi, Voice to Print Captioning
Caryn Broome, CMB Reporting Services
Kate Ervin, TypeWell
Jeff Stieber, Cielo24, Inc.
Room: 201-202
More and more deaf and hard-of-hearing students are
requesting text-based communication (captioning) for
access. It can be puzzling for disability services coordinators to know exactly what captioning entails and how to
obtain it. In this presentation we will discuss the range of
services that fall under the term “captioning” and how
to choose which services are right for your students.
pepnet 2; Audience: Intermediate/Advanced
#6.13 Deaf and Hard of Hearing Individuals in the
Healthcare Fields
Amber Kimball, University of North Carolina at Chapel Hill
Shehzaad Zaman, Physician
Marcie Johnson, Portland, Oregon
Sarah Hein, University of Detroit Mercy
Room: Grand Ballroom 1
The number of deaf and hard of hearing professionals
in healthcare is growing quickly. Despite this growth,
there are still barriers that those with disabilities face
when it comes to choosing healthcare as a profession.
This presentation/panel will include various healthcare
professionals who are deaf or have hearing loss. This
panel will help provide information regarding success
in healthcare for interpreters, teachers, and those who
are interested in the healthcare profession and address
different accommodations utilized by current deaf and
hard of hearing healthcare professionals ranging from
interpreters to amplified stethoscopes.
pepnet 2; Audience: All
49
2016 Keynote Speaker:
Tommy Edison, “The Blind Film Critic”
Visit accessinghigherground.org for full details.
50
51
BIOLOGICAL SCIENCES GRADUATE PROGRAM
THE PERFECT LOCATION
FOR COLLABORATION
INTERDISCIPLINARY
STUDIES
UMD’s unique location enables us to
offer short- and long-term research
opportunities with federal laboratories
and institutions. Approximately 20%
of BISI students work with mentors
at the NIH, NCI, NICHD, NIST, JCVI
USDA, EPA, National Zoo, and
the Smithsonian’s museums and
Environmental Research Center.
Students in the BISI program study
and work with faculty from eight
departments in one of four concentration areas: BEES (Behavior, Ecology,
Evolution, and Systematics); CBBG
(Computational Biology, Bioinformatics,
& Genomics); MOCB (Molecular and
Cellular Biology); PSYS (Physiological
Systems). Interdisciplinary work is
carried out in several research clusters:
OUR STUDENTS
• Receive full support for five years
(stipend, benefits, tuition remission)
• Are awarded prestigious fellowships
from federal agencies, including the
NIH Training Program in
Cell & Molecular Biology (CMB)
• Publish papers in top-tier journals
and present at international
conferences
• Cellular & Molecular Biology
• Comparative & Evolutionary
Biology of Hearing
• Developmental Biology
• Evolutionary Genetics
• Host/Pathogen Interactions
• Plant Systems
• Virology
52
For more information, visit
bisi.umd.edu
Connect with us:
bisi@umd.edu | @BISIumd
facebook.com/BISIatUMD
Apply online at:
gradschool.umd.edu
Friday, July 15, 2016
Friday at a Glance
9 - 10:30 am
Poster Session II, Exhibit Hall
10:30 - 11:45 am
Concurrent Block 7
Noon - 2:15 pm
Awards Luncheon
2:30 - 5 pm
Concurrent Block 8
Session Evaluations can be found at:
http://sgiz.mobi/s3/0e760c88dced
Poster Session II
Friday, July 15
9 - 10:30 am (90 minutes)
PS-F1 Effective Practices on College Campuses to
Improve Self-Determination for Student-Athletes
with Disabilities
Stephanie Mahal, University of Kansas
Chris Baca, University of New Mexico
The need to identify effective practices within the postsecondary environment to improve the self-determination of student-athletes with learning disabilities, ADHD
and other health impairments is critical. The obstacles
of transitioning and succeeding in the postsecondary
environment coupled with the rigorous demands of being an athlete can lead to negative outcomes (e.g. poor
grades, sense of isolation from peers, or loss of eligibility). This poster session will share research on effective
practices to improve self-determination for student-athletes with disabilities and discuss future directions in the
field of self-determination and student-athletes.
PS-F2 CAS: What it can do for you!
Jean Ashmore, Past-President AHEAD
Ann Knettler-Smith, Drexel University
Perhaps you wonder what the Council for Advancement
of Standards in Higher Education(CAS) disability standards are all about. At this poster session you will have an
opportunity to have your questions about CAS answered
by the AHEAD representatives to CAS. Learn how CAS
standards are developed, in particular the Disability Resources & Services Standards, and AHEAD’s role with CAS.
If you use the CAS disability standards, please stop by and
share your experiences with the AHEAD CAS reps.
PS-F3 Disability - Diversity Development: Investigating
the Role of the Postsecondary Administrator
Katherine Aquino, Seton Hall University
This study examines if postsecondary stakeholders include disability within their perception of student diversity. This study investigates the potential “Disability
- Diversity Disconnect” with a sample of postsecondary administrators from a mid-sized private institution.
Findings indicate administrators often do not include
disability as a component of student diversity and have
varying perceptions of this disconnect by level of interactions with students.
53
Friday, July 15, 2016
PS-F4 Postsecondary Students Receiving SSI/SSDI: Impact of Academic Achievement on Eventual Job
Attainment
Katherine Aquino, Seton Hall University
Limited research has assessed students with self-identified disabilities attending higher education institutions receiving Social Security Income (SSI)/ Social
Security Disability Insurance (SSDI). Utilizing the Beginning Postsecondary Students dataset, statistical
analyses were performed to investigate the extent to
which personal goals, and academic achievement and
persistence have on eventual job attainment for students enrolled in postsecondary institutions receiving
SSI/SSDI benefits.
PS-F5 20 Accessibility Tips: Creating an Accessible Online Course
Lyla Crawford, DO-IT, University of Washington
Looking for a way to talk about accessibility with the
people on your campus involved in creating online
courses but not sure where to start? Our publication,
“20 Tips for Teaching an Accessible Online Course” can
be used by content authors to guide them in creating
or deploying accessible online courses.
PS-F6 Shine the Light on an Integrated, Collaborative,
College Vocational Training Program
Michelle Mitchell, Lehigh Carbon Community College
Abby Jeffcoat, Lehigh Valley Center for Independent
Living
Employment rates for people with disabilities have
not improved much in the past few decades despite
specialized programs to prepare individuals for employment. Success, Engagement, Education, Determination (SEED) is a person centered, integrated, flexible
program offering students with disabilities complete
access to all credit and noncredit offerings to create an
individualized career pathway for vocational success.
Let us illuminate the way.
member personalizes the Ball State experience for the
student and connects the student with resources and
academic help. This poster will share longitudinal data
that compares retention and graduation rates for SWDs
in the program with other Ball State students. Additionally, strategies will be provided to assist other campuses
in setting up a faculty mentoring program for SWDs.
PS-F8 Outcomes and Lessons Learned from a National
STEM Dual-Credit Program
Myra Pelz, National Technical Institute for the Deaf at RIT
Donna Lange, National Technical Institute for the Deaf at RIT
Denise Kavin, National Technical Institute for the Deaf at RIT
Project Fast Forward is a STEM dual-credit program
that allows deaf and hard-of-hearing high school students to earn RIT college credit while still in high school.
Since 2007, dual credit courses have been offered in
over 20 high schools across the country. This presentation will share the outcomes and lessons learned from
implementing and managing this national dual-credit
program.
PS-F9 A New Approach to Interpreting Online Education
Jessica Robinson, Terp2go
I was a staff interpreter in higher education for seven years. I noticed an increase in online information
having audio components being used. Sadly, I also
saw deaf and hard of hearing students go without accommodations despite timely requests. Terp2go was
birthed, a business idea providing interpreting services
for online audio components. I will present Terp2go’s
innovative concept and welcome feedback during the
poster session.
PS-F10 Realtime Captioning Best Practices in STEM
Education
Kristen Wurgler, University of Wisconsin-Madison
As more Hard-of-Hearing students enter STEM fields
in postsecondary education, Realtime Captioning enPS-F7 Ball State’s Faculty Mentorship Program: A De- sures accessibility of intensely scientific terminology
cade of Success for SWDs
by managing the requisite speed levels, realtime mathJennifer Desmond, Ball State University
ematical and symbolic representations, and cutting
Ball State’s Faculty Mentorship Program, a collabora- edge topic of deixis. Please join University of Wiscontion between Disability Services and faculty members, sin-Madison at a poster session as we explore the best
has for ten years connected new SWDs with faculty practices of captioning for STEM courses.
members in the student’s chosen major. The faculty
54
Friday, July 15, 2016
PS-F11 A Model for Transition Planning for Young
Adults who are Deaf, Blind or Deaf-Blind: Interdisciplinary Transition Team Initiative (ITTI)
Jane Freeman, PATTAN
Best practices in the field of deaf-blindness reflect the
need for a multidisciplinary teaming approach for these
young adults. Due to the unique life experiences of
these students, specific materials have been designed
to assist them, their families, and service providers on
techniques that influence the transition planning process from high school to postsecondary environments.
Concurrent Block 7
Friday, July 15
10:30 - 11:45 am (75 minutes)
#7.1 Beyond Compliance: Moving from “What do we
have to do?” to “What CAN we do?” (AVC)
Amanda Kraus, University of Arizona
David Wagner, University of Arizona
Room: Grand Ballroom 9 & 10
The relationship between disability services and legal
counsel is critical to shifting the campus narrative on
disability from one of mere compliance to equity and
PS-F12 Planning Proactively for Deaf or Hard of Hearinclusion. Led jointly by disability service staff and leing Students
gal counsel from the University of Arizona, this session
Cindy Camp, pepnet 2
will engage participants in discussion to identify opAs more and more deaf and hard of hearing students portunities to work collaboratively with their univertake advantage of the wide range of postsecondary op- sity counsel and identify strategies to ensure campus
tions, institutions may find themselves unprepared for access proactively.
ensuring campus-wide access. This poster supports a AHEAD Start; Audience: All
proactive approach for developing clear and effective
policies, as well as timelines, related to service requests, #7.2 Streamlining Processes in Demand-Driven
accessible media purchase and use, major campus ac- Alternative Text Services
tivities (such as graduation), and grievance procedures. Kimboo York, Florida State University
Room: Grand Ballroom 4
PS-F13 Deaf and Hard of Hearing Individuals in MediAlternative text services require large amounts of time
cal and Allied Health Fields
and effort to meet growing demand. This presentaMarcia Kolvitz, pepnet 2
tion provides a look under the hood of a large-scale
Marcie Johnson, Portland, Oregon
alt-text unit to show how a process management apAs the number of deaf and hard of hearing students en- proach reduces time, effort, and expenditure. Topics
rolled in medical and allied health programs continues include: procedures, tracking requests, training staff/
to increase, so do questions about their ability to meet volunteers, reducing turnaround time, and best tools
program technical standards and the use of accommo- (equipment, software, and services).
dations during clinical experiences. This poster and re- Access Technologies / Offered in Hands-on
lated materials provide resources to challenge myths Technology Lab; Audience: All
and address barriers to success in these programs.
PS-F14 Trending Now: Dual Services
Shannon Aylesworth, pepnet 2
This poster session will explore the increasing trend of
providers in postsecondary settings who can deliver various modes of communication including Cued speech,
real-time captioning, and sign language interpreting.
The results of a national survey will be shared, demonstrating the number of institutions implementing these
multi-disciplinary approaches to address the diverse
needs of students who are deaf or hard of hearing.
55
Friday, July 15, 2016
#7.3 A Million Lumens: What High Trust and
Credibility Can Do
Barb Hammer-University of Missouri
Linda Nissenbaum-St. Louis Community
College Meramec
Room: 201-202
You know how important it is to be respected and valued. Even more, you know how important it is to be in
a position to influence policy, program development,
and system changes. How do you get there? By building a high level of trust and credibility! This interactive
session will focus on what you can do to cultivate those
essential qualities in yourself and your office.
Running a DS Office: It is YOUR Business!
Audience: Intermediate to Advanced
#7.5 Establishing a Campus-Wide Approach for
Addressing Food Allergies and Celiac Disease in
Higher Education
Kristie Orr, Texas A&M
Linda Temple, Food allergy Research & Education
Laura Patey, Wesleyan University
Room: Grand Ballroom 3
More students are arriving on college campuses with
food allergies and sensitivities than ever before. While
schools recognize that they need to meet the needs
of those students, they often don’t know how. We will
discuss recently adopted guidance for best practices
for working with college students with dietary needs.
Program Innovations/Campus Collaborations
Audience: All
#7.4 We’re from the Government. How can we
help you?
Dan Altschul, Senior Civil Rights Attorney, U.S. Depart
ment of Education, Office for Civil Rights, Chicago Office
Irene Bowen, ADA One, LLC
Roberta Kirkendall, U.S. Department of Justice
Marcie Roth, U.S. Department of Homeland Security/
FEMA
Jeanine Worden, U.S. Department of Housing and
Urban Development
Room: Grand Ballroom 7
The past year has brought significant developments
on the federal front, and we’ve invited representatives
of federal agencies to brief us and let us know what
might be next. For an update, join officials from the
Departments of Justice, Education, and Housing and
Urban Development, and the Federal Emergency Management Agency. Bring questions about testing accommodations, web accessibility, allergies, animals, emergency evacuation, housing accommodations, physical
access, and a variety of other issues.
Legal Aspects; Audience: All
#7.6 How to Engage Faculty to Increase Campus
Access and Inclusion: Results from a Multi-Campus
Study (AVC)
Scott Kupferman, University of Colorado
Jill Meyer, Auburn University
Kathleen Oertle, Utah State University
Anthony Plotner, University of South Carolina
Room: Grand Ballroom 8
The four presenters, who are faculty members, will
share the results of a multi-campus study that identified
and examined the variables of faculty engagement that
improve access and inclusion for students with disabilities. Results will be framed as actionable steps disability
service staff can take to increase faculty engagement.
Learning and Engagement; Audience: Intermediate
56
#7.7 Creating a Community Network to Illuminate
Innovative Sources of Disability Services Support
Kenneth Marquard, Jose Maria Vargas University
Room: 302-303
As disability service personnel, we reach out to professional organizations like AHEAD, recognizing that
the effectiveness of our work depends upon engaging the field and its expertise. However, turning to our
own communities may also illuminate a vast network
of resources and resourceful people that support our
mission. This presentation will examine how one community network has become an enormous force for
student success.
DS Management; Audience, All
Friday, July 15, 2016
#7.8 Examining the Educational Benefits of and
Attitudes Toward Closed Captioning Among
Undergraduate Students
Bryan Dallas, Northern Illinois University
Greg Long, Northern Illinois University
Room: 206
This study examined the educational benefits of
closed-captioning technology to undergraduate students without disabilities. Participants viewed an educational video on global warming. Results revealed
that those who were exposed to closed-captioning
during video viewing scored higher on a subsequent
content-based assessment. More research is needed
to determine if closed-captioning is educationally beneficial for a broader population of students.
Research and Data; Audience: All
#7.9 A Campus-wide Committee on Disability and
Access: Accomplishments and Lessons Learned
Jessica Sniatecki, The College at Brockport, SUNY
Algernon Kelley, The College at Brockport, SUNY
Room: 203-205
Presenters will discuss the new campus-wide Committee on Disability and Access at the College at Brockport,
SUNY. The committee’s mission was: 1) to ensure accessibility (physical & emotional) for all students, 2) to
increase awareness related to the needs of individuals
with disabilities on campus, and 3) to develop coursework for students to study disability.
Access Technologies; Audience: All
#7.10 Math Redesigns, Learning Strategies,
Accommodations, and Substitutions for LD/TBI/
ADHD/ PTSD Students
Paul Nolting, Hillsborough Community College
Room: 304-306
The national math redesign movement is affecting
math success for students with disabilities. Participants
will learn math course advisement strategies, effective
math study skills, how processing deficits affect math
leaning, appropriate recommendations for classroom
accommodations, testing accommodations and course
substitutions. An additional focus is staffing failing students and developing individual math success plans for
students with disabilities and wounded warriors.
Learning and Engagement; Audience: All
#7.11 Lighting the Way: A Proactive Approach to
Address Accessible Electronic Information
Barbara Ellis, University of Houston-Clear Lake
Gavin Steiger, University of Houston- Clear Lake
Room: 309-310
In this session, we will examine how the University of
Houston-Clear Lake is creating a systematic approach
to address and provide accessible electronic information and resources. We will examine the creation of
an accessibility policy and implementation plan, new
positions and funding to support the goal, and methods to ensure accessibility in both newly developed/
acquired and existing electronic materials.
Program Innovation/Campus Collaborations; Access
Technologies; Audience: All
#7.12 Resources for Teachers, Students, Parents,
Counselors, and Employers for Improving Access to
STEM Education and Employment for Deaf and Hardof-Hearing Students
Donna Lange, National Technical Institute for the Deaf at RIT
Myra Pelz, National Technical Institute for the Deaf at RIT
Denise Kavin, National Technical Institute for the Deaf at RIT
Room: Grand Ballroom 1
DeafTEC at RIT/NTID, an NSF National Center of Excellence, provides teachers with resources on best
instructional practices; students, counselors, and parents with information on STEM careers, and employers with training on how to successfully integrate Deaf
and hard of hearing graduates into the workforce. This
presentation will update participants on new DeafTEC
resources and initiatives, and describe our high school,
community college, and industry partnerships.
pepnet 2; Audience: All
#7.13 Assistive Listening Devices – Why, When and
Which Ones?
Becky Morris, Consultant
Room: Grand Ballroom 2
This session is designed to offer a basic foundation in
understanding how hearing loss affects communication in postsecondary settings. Even though new hearing aids and cochlear implants have emerged, assistive
listening devices (ALDs) are often needed to facilitate
effective communication. How these devices can fit
into a plan of accommodation will be included.
pepnet 2; Audience: All
57
Friday, July 15, 2016
Concurrent Block 8
Friday July 15
2:30 - 5 pm (2.5 hours)
#8.4 Understanding Accessible Video and PDF for
Your Customer-Facing Website
Gian Wild, Accessibility Oz
Room: 203-205
#8.1 Empower Yourself so You Can Empower Students Of all the various web accessibility issues, videos and
PDFs must be some of the hardest, costliest, and most
Lance Alexis, Middle Tennessee State University
time-consuming to make accessible. The presenter will
Ann Knettler-Smith, Drexel University
discuss the accessibility problems inherent in these
Room: Grand Ballroom 1
formats and provide systematic steps to make them
Disability services professionals can gain a sense of emaccessible to all.
powerment through applying tenets of the profession,
Access Technologies; Audience: All
i.e., social model, independent living, and environmental access. These concepts will be outlined with a focus
#8.5 (2:30-3:30) Campus Navigation Technology for
on disability services providers becoming well-roundWayfinding Independence – There’s a Customizable
ed educators, community builders, disability rights
iOS-based App for That!
advocates, and higher education professionals. This
Margaret Camp, Clemson University
understanding and application creates a climate that
April Beckwith, Clemson University
encourages student independence and associated
Sydney E. Paul, Clemson University
self-empowerment.
Kyle C. Brennan, Clemson University
AHEAD Start; Audience: Novice
Room: 201-202
#8.2 Accessible Online Education in the Largest Post- As campuses grow and develop outward and upward,
accessibility and ease of navigation become important
secondary System in the World
concerns for all students and can present significant
Jayme Johnson, CCC OEI - FHDA CCD
barriers to independence for students with disabilities.
Room: Grand Ballroom 4
Students with visual impairments can be particularly
The Online Education Initiative is an ambitious effort to
challenged when attempting to navigate large campusincrease the success of students in online education, eses. Students in an advanced Computer Science iOS-app
pecially traditionally under-represented students such
development course at Clemson University developed
as those with disabilities. Accessibility of online informaa customizable app to support campus navigation with
tion and technology is receiving unprecedented support
heightened independence and self-confidence. Using
and commitment as the issue affects more colleges evaffordable, wireless Bluetooth Estimote beacons paired
ery day. This is an overview of the initiative and lessons
with verbal recordings, the app provides micro location
learned so far for making online education accessible.
information and contextual awareness cues without the
Access Technologies / Offered in the Hands-on
need for GPS involvement. We will discuss the project’s
Technology Lab; Audience: All
goals, development, and outcomes and generalizability
to other campuses and many types of access barriers.
#8.3 Seven Keys for Successfully Supervising Employees
Program Innovation/Campus Collaborations
Karen Pettus, University of South Carolina
Audience: All
Room: Grand Ballroom 8
Why do some employees shine while others seem to
fizzle out? Successful supervisors establish an environment where people are enabled to perform to the best
of their abilities and encourage the individual growth
and development of all employees. Using case studies,
this presentation provides seven strategies for improving communication, setting clear expectations, and
creating an effective team environment. (AVC)
Running a DS Office: It is YOUR Business!
Audience: Intermediate to Advanced
58
Friday, July 15, 2016
#8.5 (3:45-4:45) Campus “Word Maps” Orientation
Information for Blind/Visually Impaired: A NonTechnical Application
Jim Kessler, Access Consultant, AHEAD
Room: 201-202
Access to campus (orientation) information is readily
available in print and on-line formats throughout the
campus that allows (new) faculty/staff/students and
guests independent way-finding. However, after initial
orientation (O&M) services, there are no resources for
blind/visually impaired to independently move around
campus. In this session participants will learn about
the concept and development of a “word map” that is
downloadable, navigable, and easily updated.
DS Management / Offered in Hands-on Technology Lab
Audience: All
#8.8 The Way We Learn: Student Athletes and Coaches,
Learning Disabilities, and Utilizing Resources
Kim Doran, The Ohio State University
Kaitlyn McCandless, The Ohio State University
Jennifer Mitchell, Florida State University
Shaneka Mungin, Florida State University
Room: 309-310
Creating a successful academic experience for student
athletes with disabilities requires collaboration between the disability service office, the athletic department’s support services, student athletes themselves,
and their coaches. Join presenters from two different
schools to explore best practices for supporting student athletes in developing the skills to successfully
navigate college and educating coaches in strategies
for working with athletes who experience learning disabilities and ADHD.
#8.6 Practical Ways to Handle Next Generatation
Program Innovation/Campus Collaborations
Accommodation Requests: From Documentation to Audience: All
Fundamental Alteration (AVC)
L. Scott Lissner, The Ohio State University
#8.9 An Interdisciplinary Approach to Providing
Laura Rothstein, University of Louisville
Support Services for Students with Autism:
Room: Grand Ballroom 9 & 10
Collaborating for Success
The courts, advocates, and others have been active in Nicole Birri, University of Cincinnati
addressing a range of evolving next generation issues Christina Carnahan, University of Cincinnati
for colleges and students with disabilities. Two experts Matthew Sauer, University of Cincinnati
with extensive experience share their approaches to Kourtney Bakalyar, Western Michigan University
proactive ways to respond to current campus issues Jayne Fraley, Western Michigan University
in light of what the courts, enforcement agencies, and Room: Grand Ballroom 7
advocates are likely to do.
This session will cover the collaborative process beLegal Aspects; Audience: All
tween disability service offices, a school of education,
and various on-campus academic support programs
#8.7 New Changes at Educational Testing Services: to provide comprehensive services to students with
From the Department of Justice technical assistance Autism (ASD). Presenters will review the process of
to online registration
program development and the integration of partnerNora Pollard, Educational Testing Service
ing academic support programs. There will be a focus
Loring Brinckerhoff, Educational Testing Service
around barriers, recruitment and retention strategies.
Morgan Murray, Educational Testing Service
DS Management; Audience: All
Room: Grand Ballroom 2
On the heels of the technical assistance document from
the Department of Justice, Educational Testing Services
(ETS) has made numerous changes to its accommodation review and the application processes. ETS representatives will provide an overview of how they have
“softened” their approach and made some technological changes to allow test-takers with disabilities the opportunity to apply and register for tests online.
DS Management; Audience: All
59
Friday, July 15, 2016
#8.10 (2:30) Strategic Planning for Newer One-Person
Disability Service Professionals: Getting Past the
Accommodation Letter Wave
Nicolas Faranda, Mount Ida College
Room: Grand Ballroom 3
Working in a one-persondisability service office presents a number of administrative challenges, especially
when it has been turned into a stand-alone office recently. The presenter will share first-hand experiences
of utilizing strategic planning to ensure compliance,
advance policy and procedures, and build relationships
with key administrative stakeholders and faculty to advance the goal of a zero-barrier college environment.
DS Management; Audience: All
#8.12 I’m Right Here! Illuminating the Importance of
Our Job as Deaf/Hard of Hearing Coordinators
Lauren M.B. Kinast, University of Texas at Austin
Cassie Franklin, University of Wisconsin- Milwaulkee
Room: 304-306
The job of postsecondary Deaf/ Hard of Hearing Coordinators is often labeled “unique” within the context
of the disability services office. While disability service
offices strive for inclusiveness on many levels, coordinators often find themselves isolated, either on their
own campuses or within the postsecondary community. Let’s gather and find ways to illuminate others on
what we do!
pepnet 2; Audience: All
#8.10 (3:45) Beware the Limitations of the Poorly
Framed Accommodation Letter
Adam Meyer, University of Central Florida
Margaret Camp, Clemson University
Room: Grand Ballroom 3
Determining reasonable course access requires consideration of the student (and disability), barriers within
the environment, essential course elements, and reasonable accommodations that logically recognize each
of these. However, the disability office’s initial assessment processes and subsequent accommodation letter communication may not acknowledge all of these
variables, creating subsequent barriers. This panel of
presenters will explore considerations for framing accommodation letter communication.
DS Management; Audience: All
#8.13 Deafness 101
Denise Kavin, National Technical Institute for the Deaf at Rochester Institute of Technology
Kerri Holfterty, Whatcom Community College
Room: 302-303
This presentation is designed for professionals who
are new to working with students who are deaf or
hard of hearing. Topics such as transition issues, the
Deaf community and Deaf culture, diversity of communication preferences, and strategies for providing
appropriate accommodations in postsecondary settings will be addressed.
pepnet 2; Audience: Novice
#8.11 Learning to Accommodate Deaf Students with
Multiple Disabilities
Patricia Tesar, Gallaudet University
Jeffrey Shaumeyer, Gallaudet University
Room: 206
Gallaudet University is a bilingual institution that
teaches in American Sign Language and English; Deaf
students are accommodated by default. Learning to
provide Section 504 and ADA accommodations to our
deaf students with multiple disabilities has profited
from our continuing study of students served by our
disability service office in the past decade, which helps
us uncover what will most benefit our students.
Evidence-Based Practice; Audience: All
60
Talk about suite solutions
Hamilton CapTel 840i
Tablets
Smartphones
PC/Macs
Find your sweet solution
at Booth #29
Call: 888-514-7933
Visit: HamiltonCapTel.com
The Hamilton CapTel phone requires telephone service and high-speed Internet access. WiFi Capable.
Internet Protocol Captioned Telephone Service (IP CTS) is regulated and funded by the Federal Communications
Commission (FCC) and is designed exclusively for individuals with hearing loss. To learn more, visit www.fcc.gov.
Copyright © 2016 Hamilton Relay. All rights reserved. • CapTel is a registered trademark of Ultratec, Inc.
Hamilton CapTel may be used to make 911 calls, but may not function the same as traditional 911 services. For more information
about the benefits and limitations of Hamilton CapTel and Emergency 911 calling, visit www.HamiltonCapTel.com/911.
61
061216
Delta Alpha Pi International

Honor Society
Disability
Achievement
Celebrating
10
Years
with
AHEAD
Interested in
volunteering at the
2017 Conference in
Orlando, Florida?
Pride
Visit us
in the
Exhibit
Hall
Booth 67
Disability Advocacy
Achievement
Leadership
Pride
Education
Email
ahead@ahead.org for
more information.
Collegiate
academic honorary

Over 110 Chapters!

www.deltaalphapihonorsociety.org
With a Master of Science in Assistive
Technology Studies and Human Services
from California State University, Northridge,
you’ll be prepared for a rewarding career of
enabling those with disabilities to live more
productive, independent and fulfilling lives
through innovative technologies.
LIBERATE
• Two-year program, 100% online
• Offered in the cohort format, which
provides a cohesive and supportive
online learning community
others through technology
Apply Now for Spring 2017
Get started
today.
62
(818) 864–4723
programs@csun.edu
go.csun.edu/AHEAD
Saturday, July 16, 2016
Session Evaluations can be found at:
http://sgiz.mobi/s3/0e760c88dced
Closing Plenary
Saturday, July 16
9 am - 11 am
Room: Grand Ballroom 5-6
Join our team of experts in a discussion of the future
of disability and access in higher education. Informed
by a variety of perspectives, this engaging and provocative conversation will highlight the intersections of
law and policy, disability scholarship, diversity, institutional will, and practical reality. We will consider
what’s possible, what’s achievable, and what fluencies
we need to lead our institutions. This capstone experience will tie together the week’s learning and networking experiences and prepare us to go back to our
campuses to evolve office practices, build coalitions,
and encourage campus colleagues to share in the goal
of creating welcoming and inclusive communities.
• Bea Awoniyi, Disability Service Professional
and Student Affairs Administrator
• Susan Burch, Author, Disability Studies Scholar, and Activist
• Christopher Lanterman, Faculty Member,
Accommodation Consumer
• Jo Anne Simon, Disability Rights Attorney
63
Presenter Index
Key to Session Codes
Paul Brown, Texthelp- LL2
Jim Brune, Western Regional Interpreter Education Center, Western Oregon University- 5.13
Mercedes Bryant, Florida International University- 3.9
Stuart Buckley, Florida Atlantic University- PS-Th
Pamela Butler, National Security Agency- 1.8
PC = Preconference
PS = Poster Session
LL = Lunch & Learn Session
1 = Concurrent Block 1
2 = Concurrent Block 2
3 = Concurrent Block 3
4 = Concurrent Block 4
5 = Concurrent Block 5
6 = Concurrent Block 6
7 = Concurrent Block 7
8 = Concurrent Block 8
C
Margaret Camp, Clemson University- 1.5, 8.5, 8.10
Cindy Camp, pepnet 2- PC19, PS-F
Mark Camp, Jacksonville State University- PC19
Christina Carnahan, University of Cincinnati- 8.9
Carolyn Christie, University of Manitoba- 1.10, 4.4
Reed Clairborne, University of Arkansas at Little Rock- 6.1
Laurie Ackles, Rochester Institute of Technology- 6.9,
Lauren Copeland-Glenn, Northern Arizona University- Teri Adams, Stanford University- 4.7
Lance Alexis, Middle Tennessee State University- 1.5, 8.1 2.2
Dan Altschul, US Department of Education, Office for Kathy Cortopassi, Voice to Print Captioning- 6.12
Clint Covington, Microsoft Engineering Team- 6.5
Civil Rights- 1.4, 7.4
Jennifer Coyle, pepnet 2- PS-Th
Katherine Aquino, Seton Hall University- PS-F
Adam Crawford, The Ohio State University- 1.9
Deanna Arbuckle, University of Dayton- 1.2, PS-Th
Jean Ashmore, Rice University Emerita- PC14, LL4, PS-F Lyla Crawford, DO-IT, University of Washington- PS-Th, PS-F
Bea Awoniyi, Santa Fe College, 1.5
Stacey Cunnington, The College Diabetes Network- LL3
Jamie Axelrod, Northern Arizona University- 6.1, PC2
Corey Axelrod, Communication Services for the Deaf- PC15
Bryan Dallas, Northern Illinois University- 7.8
Shannon Aylesworth, pepnet 2- 2.12, PS-Th, PS-F
Candida Darling, Salt Lake Community College- 5.9
Reid Davenport, Stanford University (MFA student)- 4.7
Becky Davidson, University of Nebraska, Kearney- 1.13
Chris Baca, University of New Mexico- PS-F
Kyle DeCarlo, John Hopkins University- 6.13
Kourtney Bakalyar, Western Michigan University- 8.9
Elizabeth Delfs, Pearson, Inc.- 3.2
Manju Banerjee, Landmark College- 1.1
Rhonda Basha, Office of Disability Employment Policy, Diego Demaya, Southwest ADA Center- 4.5
Jennifer Desmond, Ball State University- PS-F
U.S. Department of Labor- 1.11
Gaeir Dietrich, California Community College System, Dave Basham, Grand Canyon University- 3.10
High Tech Center Training Unit (HTCTU)- PC9
Alaina Beaver, CU-Boulder, OIT- 4.10
T.J. DiGrazia, PostCAP, LLC- 6.2
April Beckwith, Clemson University- 8.5
Kim Doran, The Ohio State University- 8.8
Terra Beethe, Bellevue University- 1.3
Jen Dugger, Portland State University- 1.1, 6.8
Christa Bialka, Villanova University- 6.11
Joyce Dworsky, Vital Signs, LLC- 1.13
Nicole Birri, University of Cincinnati- 8.9
Barbara Borich, University of Arizona- 5.12
Joanna Boval, University of California, San Diego- 1.9
Wade Edwards, Longwood University- 3.7
Irene Bowen, ADA One, LLC- PC12, PC16, 2.4, 7.4
Craig Elliott II, Samuel Merritt University- 3.11
Molly Boyle, Think College at UMass Boston- 2.5
Barbara Ellis, University of Houston- Clear Lake- 7.11
Kelli Bradley, The University of Texas at Austin- 2.10
Kate Ervin, TypeWell, 1.13, 6.12
Kyle Brennan, Clemson University- 8.5
Loring Brinckerhoff, Educational Testing Service- 8.7
Caryn Broome, CMB Reporting Services- 6.12
A
D
B
E
64
Presenter Index
F
Christina Fabrey, Green Mountain College- 4.8, PC17
Nicholas Faranda, Mount Ida College- 8.10
Rick Ferrie, Pearson, Inc.- 3.2
Sharon Field-Founder, Wayne State University- PC17
Shawna Foose, Tulane University, Goldman Center- 2.11
Tracey Forman, Texas A&M University- 5.8
Jayne Fraley-Burgett, Western Michigan University- 8.9
Cassie Franklin, University of Wisconsin- Milwaukee- 8.12
Jane Freeman, PATTAN- PS-F
Lisa Fronckowiak, SUNY Buffalo State- LL1
Carol Funckes, AHEAD- PC1
G
Kate Gallagher, Macalester College- 3.8
Chester Goad, Tennessee Technological University- 1.3
Lisa Graham, Marion Community Schools- 3.5
Karen Graham, CaptionAccess, LLC- 6.12
Bill Graham, CaptionAccess, LLC, 6.12
Kristi Grim, Food Allergy Research & Education- 7.5
Paul Grossman, Hastings College of the Law; Retired Chief Regional Attorney, OCR, San Francisco, PC2- 6.4
Rick Gubash, University of California Santa Cruz- 6.10
Deb Guthmann, Wright State University- 3.13, PS-Th
I
Emily Ike, The College Diabetes Network- LL3
Tia Ivanko, pepnet 2- 2.13, PS-Th
J
Beth Jamison, Grand Canyon University- 3.10
Jane Jarrow, Disability Access Information & Support- PC11, 4.1
Abby Jeffcoat, Lehigh Valley Center for Independent Living- PS-F
Kevin Johnson, Berklee College of Music- 1.1
Marcie Johnson, Portland, Oregon- 6.13, PS-F
Jayme Johnson, CCC OEI - FHDA CCD- 8.2
Candace Joles- 3.5
Ingrid Jones, Florida Atlantic University- PS-Th
K
Abigail Katz, UC Santa Cruz Disability Resource Center6.6
Diana Kautzky, Deaf Services Unlimited- 3.12
Denise Kavin, National Technical Institute for the Deaf at Rochester Institute of Technology- 7.12, 8.13, PS-F
Algernon Kelley, The College at Brockport, SUNY- 7.9
Jim Kessler, AHEAD- PC12, 8.5
Amber Kimball, University of North Carolina at Chapel
Hill - 6.13
Lauren Kinast, University of Texas at Austin- 8.12
Roberta Kirkendall, U.S. Department of Justice- 7.4
Ann Hager, National Technical Institute for the Deaf at Brian Klass, John Hopkins University- 4.11
Rochester Institute of Technology- PS-Th
Ann Knettler-Smith, Drexel University- PC14, 8.1, LL4, PS-F
Shawna Haider, Salt Lake Community College- 5.9
William Knight, Ball State University- PS-Th
Barb Hammer, University of Missouri- 7.3
Marcia Kolvitz, pepnet 2- PS-F
Wendy Harbour, AHEAD- 2.1, LL8
Caroline Koo, Austin Community College- 1.12
Jewls Harris, Portland State University- 6.8
Amanda Kraus, University of Arizona-, 3.4, 6.7, 7.1
Elizabeth Harrison, University of Dayton- PC10, 6.3
Scott Kupferman, University of Colorado, 7.6
Paul Harwell, Texas A&M University- 5.4
Sarah Hein, University of Detroit Mercy- 6.13
Kelly Hermann, SUNY Empire State College,-4.2, PC11 Elisa Laird-Metke, Samuel Merritt University- 1.1,
3.11, 5.5
Ashley Holben, Mobility International USA- 4.7
Donna Lange, National Technical Institute for the Deaf Kerri Holfterty, Whatcom Community College- 8.13
at Rochester Institute of Technology- 7.12, PS-F
Russ Holland, Anirondack AccessAbility Inc.- PC18
Chris Lanterman, Northern Arizona University- 2.2
Heather Holmes, pepnet 2- 5.13
Anne Leopold, JBS International- 2.9
Leslie Hussey, Austin Community College- 1.12
L. Scott Lissner, The Ohio State University- PC13, PC16,
1.5, 2.4, 4.1, 8.6
Anne Leopold, JBS International, 2.9
Ruth Loew, Educational Testing Service- 4.13
H
L
65
Presenter Index
P
Greg Long, Northern Illinois University- 1.7, 7.8
Robin Lowell, Microsoft Innovative Educator Expert- 6.5
Stephen Loynaz, Florida International University- 2.7, 3.9
Emily Lucio, Johns Hopkins University- PC4, 2.4, 3.3, 4.11
M
Stephanie Mahal, University of Kansas, PS-F
Larry Markle, Ball State University- 3.7, PS-Th
Kenneth Marquard, Jose Maria Vargas University- 7.7
Eileen Mathis, Florida Atlantic University- PS-Th
Caitlyn McCandless, The Ohio State University- 8.8
Yelda McCoy, University of Mississippi- PS-Th
Lisa Meeks, University of California, San Francisco 1.1, 4.6, 5.5,
George Melendy, Microscience Learning 4 All- LL10
Don Merritt, University of Central Florida- 5.6
Adam Meyer, University of Central Florida, PC7, 1.5, 2.3, 8.10
Jill Meyer, Auburn University- 7.6
Paula Michniewicz, Salt Lake Community College- 5.9
Karen Mines, U.S. Department of Education, Office for
Civil Rights- 1.4
Jennifer Mitchell, Florida State University- 8.8
Michelle, Mitchell, Lehigh Carbon Community College- PS-F
Becky Morris, Consultant- 7.13
Mary Morrison, pepnet 2- 4.13
Danielle Morro, Villanova University- 6.11
Grace Moskola, Rollins College- 5.3
Cheryl Muller, University of Arizona- 1.5, 3.1
Shaneka Mungin, Florida State University- 8.8
Morgan Murray, Educational Testing Service- 8.7
William Myhill, Burton Blatt Institute, Syracuse
University- 1.11
N
Linda Nissenbaum, St. Louis Community College Meramec- 7.3
Paul Nolting, Hillsborough Community College - 7.10
David Parker, CRG (Childrens Resource Group)- 3.7, PC17
Laura Patey, Wesleyan University- 7.5
Sydney Paul, Clemson University- 8.5
Felicia Peck, UC Santa Cruz- 6.10
Myra Pelz, National Technical Institute for the Deaf at Rochester Institute of Technology- 7.12, PS-F
Janet Peters, University of Illinois, Chicago- PC18
Karen Pettus, University of South Carolina- PC4, 1.6, 2.6
Mark Pfunter, National Technical Institute for the Deaf at Rochester Institute of Technology, PS-Th
Patricia Phelps, Austin Community College- 1.12
Anthony Plotner, University of South Carolina- 7.6
Nora Pollard, Educational Testing Service- 8.7
Geoffrey S. Poor, National Technical Institute for the Deaf at Rochester Institute of Technology- PS-Th
Cheryl Pruitt, California State University, Chancellor- 3.2
R
Patrick Randolph, Tulane University, Goldman Center- 2.11
Rhonda Rapp, St. Mary’s University- PC3
Pam Rea, University of Central Florida- 5.6
Curtis Richards, Institute for Educational Leadership- 1.11
Michelle Rigler, University of Tennessee Chattanooga- 1.1, 4.6
Barbara Roberts, Michigan State University- 4.4
Jessica Robinson, Terp2go- PS-F
Marcie Roth, U.S. Department of Homeland Security/
FEMA- 7.4
Laura Rothstein, University of Louisville, Louis D. Brand- 8.6
Linda Rubel, National Technical Institute for the Deaf at Rochester Institute of Technology- PC6
Amy Rutherford, University of Tennessee Chattanooga- 4.6
S
O
Matthew Sauer, University of Cincinnati- 8.9
Sandra Sawaya, CU-Boulder, OIT- 4.10
Heidi Scher, University of Arkansas- 6.1
Kathryn Schmitz, Rochester Institute of Technology- PS-Th
Jason Schnell, Johns Hopkins University- 4.11
Kathy Schwabeland, pepnet 2- 2.13, PS-Th
Kathleen Oertle, Utah State University- 7.6
Karen O’Hara, Miami University- PS-Th
Mark O’Hara, Miami University- 5.7, PS-Th
Kristie Orr, Texas A&M University- 5.4, 7.5
66
Presenter Index
Sally Scott, AHEAD- 3.7, PC17, LL4
Lauren Sebel, Austin Community College- 5.11
Jeffrey Shaumeyer, Gallaudet University- 8.11
Michelle Shaw, Florida Atlantic University- PS-Th
Emily Shryock, The University of Texas at Austin- 2.10
Jill Sieben-Schneider, University of Colorado Boulder- 2.8
Jo Anne Simon, Attorney- 6.4
Kate Skarda Lewandowski, University of Wisconsin- Madison- 4.12
Jodi Sleeper-Triplett, JST Coaching, LLC- 4.8, PC17
Linda Snell, The College at Brockport, SUNY- 3.6
Jessica Sniatecki, The College at Brockport, SUNY- 3.6, 7.9
Marcus Sountra, Eye to Eye- LL1
Katheryne Staeger-Wilson, Missouri Developmental Disabilities Council- 2.6, 1.3
Callista Stauffer, Kent State University, 2.9
Gavin Steiger, University of Houston-Clear Lake- 7.11
Karen Stewart, Kent State University, 2.9
Ron Stewart, AltFormatSolutions- PC5, PC8
Jeff Stieber, Cielo24, Inc.- 6.12
Christopher Stone, University of North Carolina
Wilmington- 2.8
Linda Sullivan, Harvard University- 5.1
Jana Swenson, Freelance Interpreter- 5.12
T
V
Mary Lee Vance, University of California, Berkeley- PC2
Melissa VanDyke, Pellissippi State Community College- 1.11
Laurie Anne Vermette, University of Manitoba
Jamboor K. Vishwanatha, National Research Mentoring Network- L&L9
W
Eric Wagenfeld, Indiana Purdue at Ft. Wayne- 3.5
David Wagner, University of Arizona- 3.4, 7.1
Laura Warde, Oklahoma State University- PS-Th
Elissa Weeden, Rochester Institute of Technology- PS-Th
Bill Welsh, Rutgers University- 1.1
Roger Wessel, Ball State University- 3.7, LL7, PS-Th
Patrice Wheeler, California State University Northridge- 5.10
Gian Wild, AccessibilityOz- 8.4
Josephine Wilson, Wright State University- PS-Th, 3.13
Jeanine Worden, U.S. Department of Housing and
Urban Development- 7.4
Kristen Wurgler, University of Wisconsin-Madison- PS-F
Y
KimBoo York, Florida State University- 7.2
David Young, Ai Squared- 5.2
Z
Patricia Tesar, Gallaudet University- 8.11
Marc, Zablatsky, Ai Squared- 5.2
Jane Thierfeld Brown, Yale University- 4.6, 6.9
Shehzaad Zaman, Physician- 6.13
Tom Thompson, California State University, Fullerton- Kara Zirkle, George Mason University- PC5, PC8, 5.10
PC4, 4.3
Terrill Thompson, University of Washington- PC9
Melanie Thornton, University of Arkansas, CURRENTS- 1.1, PS-Th
Jonathan Thurston, Pearson, Inc.- 3.2
Rose Marie Toscano, National Technical Institute for the Deaf at Rochester Institute of Technology- PC6
U
Jean Updike, Indiana University- 3.5
Brandy Usick, University of Manitoba- 1.10, 4.4
67
Delivering resource, information, and tools that create access
and opportunity for individuals who are deaf or hard of hearing.



QuickClasses covering a wide
range of topics

eLearning modules for self-paced
learning activities

Free pn2 resources available 24/7
from our website

Online Learning Communities
connecting people with similar
interests
Connect directly with our staff by
emailing help@pepnet.org
Map it: What Comes Next! An
online student transition training
Connect with us at www.pepnet.org
pepnet 2 is funded by the Research to Practice Division, Office of
Special Education Programs and the US Department of Education
via Cooperative Agreement #H326D110003
68
AHEAD Board of Directors, Committees, & Staff
AHEAD Board of Directors 2015 - 2016
Bea Awoniyi, President; Santa Fe College
Jamie Axelrod, President-elect; Northern Arizona University
Terra Beethe, Secretary; Bellevue College
Michael Johnson, Treasurer; Monroe Community College – Damon City Campus
Gaeir Dietrich, Director; High Tech Center Training Unit, California Community Colleges
Chester Goad, Director; Tennessee Technological University
Sam Goodin, Director; Southern Illinois University
Paul D. Grossman, Director; Oakland, CA
Brent Heuer, Director; Casper College
Amanda Kraus, Director; University of Arizona
Adam Meyer, Director; University of Central Florida
Katheryne Staeger-Wilson, Director; Missouri Developmental Disabilities Council
Ron Stewart, Director; AltFormat Solutions
Kristie Orr, Director; Texas A&M University
Melanie Thompson, Director; Northern Illinois University
Stephan J. Smith, Executive Director (ex-officio); AHEAD
AHEAD Standing Committee Chairs 2015 - 2016
Standing Committee on Diversity: Isabel Dees, University of California-Santa Cruz
Standing Committee on Membership Development: Mika Shuttic, University of New Hampshire
Standing Committee on Professional Development: Sharon Downs, University of Arkansas - Little Rock
Standing Committee on Public Policy: Scott Lissner, The Ohio State University
Standing Committee on Technology: Bree Callahan, University of Washington
AHEAD Professional Staff
Richard Allegra, NCCSD* Associate Director of Outreach and Programming
Carol Funckes, Chief Operating Officer
Wendy Harbour, NCCSD Director
Oanh H. Huynh, Chief Financial Officer
Jeremy Jarrell, Director of Innovation and Development
Howard Kramer, Director of AHG** and Ed. Support Systems
Jane Ayres Johnston, Manager of Member Services
Kim Richards, Administrative Assistant
Sally Scott, Senior Research Director/NCCSD Senior Research Associate
Valerie Spears, Manager of Communications and Events
Stephan Smith, Executive Director and Chief Executive Officer
*National Center for College Students with Disabilities
**Accessing Higher Ground
The AHEAD staff is complemented by several talented part-time and contract professionals throughout the year.
69
Exhibit Hall Map
2016 Exhibit Hall, JW Marriott Indianapolis, Griffin Hall (Floor 2)
This floorplan is subject to change as required by the Indianapolis Fire Marshall on
final inspection and/or by conference management.
70
Exhibitor Directory
Conference Sponsors:
Alternative Communication Services, LLC
#27
Onix
#11
18519 Detroit Ave
Lakewood, OH 44107
Phone: 216-767-5730
211 E Prairie Ave
Patrick McGovern
Lombard, IL 60148
www.onixnet.com
Phone: 800 335-0911
www.acscaptions.com
Onix, a longtime premier Google partner and Top 50
Alternative Communication Services, LLC provides cloud solutions company, has developed an accescommunication text solutions for students who are sibility solution called Equidox. Equidox is a tool that
deaf or hard of hearing in higher education. We not simplifies the process of discovering, converting, and
only provide CART, remote CART, captioning and Text publishing PDF documents to WCAG 2.0 AA compliant
Interpreting (C-Print &TypeWell) for schools, we pro- HTML. Equidox automates the conversion process, and
vide technical support, training and education to ev- saves universities 60% of the time currently spent on
eryone involved in the process. Let us show you why manual conversion of PDFs. Instructional designers
are able to convert online course content to accessible
we are the alternative!
HTML 5 and export this HTML into a CMS or LMS. The
UI is easy to learn and use, and licensing can be purHamilton CapTel
chased annually or on a monthly subscription basis. To
#29
learn more about Equidox and a free 14 day trial, visit
1001 12th Street
our booth, or contact Patrick McGovern at 800-664Aurora, NE 68818
9638 ext. 5730 or email pat@onixnet.com.
Phone: 402-694-5101
Mitchell Levy
Sonocent LLC
mitchell.levy@hamiloncaptel.com
#1
Dedicated to delivering innovative solutions that make 4500 140th Ave N Ste 101
phone conversations simple and accessible for individ- Clearwater, FL 33762
uals with hearing loss, Hamilton CapTel® makes it pos- Phone: 202-657-4332
sible to listen while reading word-for-word captions of Dave Tucker
everything said to a user on the phone. Available on dave@sonocent-usa.com
CapTel phones, PC/Mac, Smartphones, Tablets - and
now on Cisco business phones! www.hamiltontel.com Sonocent develops software that enables students
with learning disabilities to create their own notes.
Instead of writing notes, students record classes and
Microscience Learning 4 All USA Inc.
highlight key parts with color. Sonocent Audio Note#25
taker combines color, audio, text, images and presen1835 Hallandale Beach Blvd, Suite 9349
tation slides all into a single workspace. Available for
Hallandale, FL 33009
iOS, PC and Mac. www.sonocent.com
Phone: 800-290-6563
Barouch Chai
conferences@microscience.on.ca
Microscience Learning 4 All has offered a complete
spectrum of Assistive Technology products for over
35 years. We are highlighting Clockwork and ClaroRead at this year’s conference. Clockwork Enterprise is a
powerful scheduling and data tracking software. ClaroRead is an innovative writing and literacy support application. We have marketed both applications across
North America for the past 10 years.
71
Exhibitor Directory
2016 Exhibitors:
Strada Communications
#64
605 Main Street # 4727
Vancouver, WA 98660
Phone: 866-758-0194
Chanel Corlascio
chanel@stradagize.com
Strada Communication, Inc is a collaborative effort by
professionals sharing a common vision: we believe in
a barrier free world. On-site and remote services include: Sign Language Interpreting, Captioning (CART
& TypeWell), Captioned Media, and Accessible Text
(Braille/Tactile Graphics). www.stradagize.com | 866758-0194 | info@stradagize.com.
TypeWell
#15
PO Box 221
Patagonia, AZ 85624
Phone: 844-897-3935
Jane Fedorchuk
janet@typewell.com
TypeWell is a system for capturing spoken content
and generating a real-time meaning-for-meaning transcript. Using advanced abbreviation software, a trained
TypeWell transcriber synthesizes the essence of the
discussion in clear English text. This form of communication access is commonly used by individuals with
hearing loss or who need additional support.
www.typewell.com
3Play Media
#2
125 CambridgePark Drive #402
Cambridge, MA 02140
Phone: 617-764-5189
Lily Bond
lily@3playmedia.com
3Play Media provides premium captioning, transcription, and subtitling to more than 1,600 customers in
higher education, enterprise, entertainment, and government. 3Play Media makes your video accessible
and searchable and simplifies the captioning process
through flexible APIs, integrations with numerous video players and platforms, and a user-friendly online account system. www.3playmedia.com
Access Information Management LLC
#38
560 NE F ST STE A #413
Grants Pass, OR 97525
Phone: 541-226-7337
Robert Armas
Rob.armas@dsaim.com
Accessible Information Management provides Disability Service offices with an online database system that
manages, tracks and provides metrics on all student
requests for accommodations and services. Not only
does it streamline services, but it also allows students
to select accommodations and provides a method of
real time tracking of information.
www.accessiblelearning.com
Access Interpreting
#45
72
1100 Hst NW Unit 440
Washington, DC 20005
Phone: 571-730-4330
Brad Leon
Sales@ainterpreting.com
“Access Interpreting, is a nationwide provider of sign
language interpreting and communication access realtime translation (CART) services. Access delivers these
services both onsite and remotely through a network
of highly qualified practitioners. Stop by our booth to
learn how we can complement your work.
www.ainterpreting.com
Exhibitor Directory
AccessText Network
#36
512 Means St. NW, Suite 250
Atlanta, GA 30318
Phone: 866-271-4968
Dawn Evans
membership@accesstext.org
AccessText Network (ATN) facilitates efficient requests
and fulfillment of publisher files and permissions between ATN’s member publishers and Disability Services Offices at colleges across the United States. ATN
is funded and supported by the Association of American Publishers and operated by AMAC Accessibility
Solutions & Research Center at GA Tech.
www.accesstext.org
Ai Squared
#37
130 Taconic Business Park Road
Manchester Center, VT 05255
Phone: 802-362-3612
Scott Moore
smoore@aisquared.com
Ai Squared is a worldwide leader in computer access software for the visually impaired. Stop by and
see what’s new in ZoomText, the industry standard
for screen magnification and reading. Get a handson demonstration, free trial software, and check out
our ZoomText Large-Print Keyboard and ZoomText ImageReader! www.aisquared.com
AMAC Accessibility Solutions
and Research Center
# 46
512 Means Street, Suite 250
Atlanta, GA 30318
Phone: 404-894-8000
Sheryl Ballenger
Sheryl.ballenger@amac.gatech.edu
AMAC Accessibility is a social change organization
providing solutions to the real challenges of accessibility. Our e-text, braille, captioning, described media,
AT, and accessibility consulting help make it easy and
affordable for organizations of all kinds to make their
environments, products, and services accessible to individuals with disabilities. http://www.amacusg.org
American Printing House for the Blind
#3
1839 Frankfort Ave
Louisville, KY 40206
Phone: 800-223-1839
Monica Turner
Mmturnereaph.org
American Printing House for the Blind, Inc. Louisville,
Kentucky, USA, Founded 1858. APH is the world’s largest company devoted solely to making products for
people who are visually impaired, and is the official
supplier of educational materials for blind students in
the U.S. Visit our website at www.aph.org or call one of
our friendly Customer Service representatives at 800223-1839 for more information. You may also view our
shopping site at http://shop.aph.org. www.aph.org
Automatic Sync Technologies
#5
1712 Pioneer Ave Suite 1054
Cheyenne, WY 82001
Phone: 877-278-7962
Art Morgan
art@automaticsync.com
Automatic Sync Technologies leverages smart automation and professional transcribers to power its CaptionSync closed captioning services. CaptionSync is an
accurate, affordable web-based solution for closed
captions, transcripts, translation and video search
data. CaptionSync by AST was developed 12 years ago,
with funding from the U.S. Department of Education.
www.automaticsync.com
BAUM USA, Inc.
#7
13 Branch Street, Suite 205
Methum, MA 01844
Phone: 855-620-7985 ext. 407
Roger Steinberg
Rsteinberg@baumusa.com
BAUM USA Specializes in assistive technology solutions
for people who are blind or visually impaired. Solutions
include refreshable Braille displays, Braille note takers,
standalone reading machines, and video magnification
systems such as the VisioDesk, a very portable battery powered magnification device. More information
available at go.baumusa.com/ahead.
73
Exhibitor Directory
Beacon College
#17
105 East Main Street
Leesburg, FL 34748
Phone: 352-552-1112
Sheryl Nichols
snichols@beaconollege.edu
Beacon College is the first accredited college in the
nation to award bachelor degrees exclusively to students with learning disabilities and ADHD. The College
is committed to student success, offering academic
and personal support services permitting students to
achieve their goals. Beacon College is a welcoming
community for students with learning differences.
www.beaconcollege.edu.
BIOGAP
#28
Center for Accessible Materials
Innovation (CAMI)
#54
512 Means St. Suite 250
Atlanta, GA 30318
Phone: 404-894-7808
Laina Pond
Laina@gatech.edu
CAMI is a research and service project funded by the Department of Education’s First in the World program. We
are looking for Minority Serving Institutions to participate in this ground-breaking, multi-year study that will
investigate the graduation gap between students with
disabilities and their peers who do not have disabilities.
Claro Software Ltd.
#35
635 N. Barnhill Dr. MS 207
Indianapolis, IN 46202
Phone: 317-274-5584
Cathy Will
cwill@jhmi.edu
The Biomedical Sciences Association of Graduate Admissions Professionals (BIOGAP) works to advance graduate admissions in the Biomedical Sciences. Together 42
member Institutions create and sustain a high Standard
in the recognition, recruitment and selection of prospective graduate students, with particular attention to
the diversity and overall quality of graduate students.
https://sites.google.com/site/nagapbiogap/home
Lancashire House,
24 Winckley Square,
Preston, Lancashire, PR1 3JJ, UK
Phone: +44 1772 977888
Dave Stevens
Dave.stevens@clarosoftware.com
Claro Software develops Assistive Technology, software for people with print and reading difficulties like
dyslexia. Claro has expertise in speech synthesis, OCR,
word prediction, spellchecking and switch access, and
combine them to make innovative, easy-to-use software products on Windows, Apple Mac OSX, iPad and
iPhone, Chromebook and on the Web.
www.clarosoftware.com
CaptionAccess
#62
ClosedCaption Maker
#59
419 Newcastle Drive
Cary, IL 60013
Phone:847-986-9330
Bill Graham
bill@captionaccess.com
CaptionAccess is a deaf-owned and managed company that provides communication access services to
colleges and Universities. Our services include remote
real-time captioning for classes, webcastsand teleconferences, and captioning and transcription for pre-recorded media. We also offer video remote interpreting
(VRI) services. www.captionaccess.com
74
1955 Kensington Street
Harrisburg PA 17104
Phone: 717 695-7981
wGallant@CCmaker.com
ClosedCaption Maker adds subtitles to videos used by
your deaf/hoh students.VHS, DVD, video files, plus all
streaming formats (YouTube, Vimeo, etc). Cost is $3/
video minute; includes transcribing - we don’t use
voice recognition. We’ve done subtitle work for colleges throughout the U.S.; list on our website.
www.CCmaker.com
Exhibitor Directory
The College Diabetes Network
#69
50 Milk St, 16th Floor
Boston, MA 02109
Phone: 978-505-5012
Emily Ike
eike@collegediabetesnetowrk.org
The College Diabetes Network (CDN) is a national nonprofit organization, whose mission is to provide innovative peer based programs which connect and empower
students and young professionals to thrive with diabetes. From high school to entering the working world,
CDN provides the tools and connections relevant to
young adult’s lives. www.collegediabetesnetwork.org
College Internship Program (CIP)
#57
199 South Street,
Pittsfield, MA 01201
Phone: 877-566-9247
Ashley Sullivan
asullivan@cipbloomington.org
The College Internship program (CIP) provides comprehensive. Individualized services for young adults
ages 18- 26 who have been diagnosed with Asperger’s Syndrome, Autism, PDD-NOS, ADHD and other
Learning differences. The year round program offers
key supports in the area of social skills, academics, internships, and a wide variety of life skills that are important for successful independent living. The program
has six sites: Lee, MA; Melbourne, FL; Bloomington, IN;
Berkeley, CA; Amherst, NY; and Long Beach, CA. Two
week summer programs and Mploy programs are also
offered for teens and young adults. For more information visit: www.cipworldwide.org
Conversor NTE
#34
Craven House, The Lansbury Estate
102 Lower Guilford Road
Woking, GU21 2EP, UK
Phone: +44 1483 473810
J Brassington
jbrassington@conversorproducts.com
Conversor is the author of Notetalker App and Edit software, an innovative notetaking suite for students with
LDs. Note Taking Express(“NTE”) provides a remote
notetaking service for students at University. Conversor NTE provides an integrated notetaking platform
which combines the App and Edit technology to produce written notes or transcriptions on the Notetalker
Edit software platform. www.notetalker.com
Deaf Services Unlimited
#47
6925 Hickman Rd
Des Moines, IA 50322
Phone: 515-243-4455
Dawn Taylor
dawn@deafservicesunlimted.com
Deaf Services Unlimited provides sign language interpreting and captioning services for the Deaf and Hard of
Hearing allowing organizations to be in compliance with
the American Disabilities Act. Services are conveniently available day and night, year round. Services can be
provided on-site or remotlely using video conferencing
technology. www.deafservicesunlimited.com
Delta Alpha Pi International Honor Society
#67
5540 Montauk Lane
Bethlehem, PA 18017-8909
Phone: 610-392-1565
Edith F. Miller
dapihonor@msn.com
Delta Alpha Pi International Honor Society (DAPi) is
the premier academic collegiate honorary recognizing
high-achieving students with disabilities. DAPi is celebrating 10 years at AHEAD and has over 100 chapters
at college and Universities in 32 states. DAPi provides
opportunities for leadership, education and advocacy.
www.deltaalphapihonorsociety.org
75
Exhibitor Directory
Disability Access Information and Support ETS
(DAIS)
#55
#13
660 Rosedale Road
2938 Northwest Blvd
Columbus, OH 43221
Phone: 614-488-5681
Jane Jarrow
janejarrow@aol.com
DAIS provides professional development and support
activities to those working with students with disabilities in higher education. A number of short online
classes are offered each Spring and Fall. Principal Jane
Jarrow also provides private consulting, expert witness
testimony, program and site reviews for the higher education community.
Docsoft, Inc.
#66
115 E. California Ave, STE 415
Oklahoma City, OK 73104
Phone: 405-236-2466
Mike Robichaux
Mike.robichaux@docsoft.com
Docsoft AV is a hardware/software solution that automatically transcribes, time synchronizes and allows
you to caption your multimedia content. This product
will also enable you to bring the solution in-house saving both time and money. Through our processes of
voice recognition software, Docsoft’s accuracy rates
are impressive. If you have any questions please come
by our booth at AHEAD. www.docsoft.com
DO-IT University of Washington
#4
Princeton, NJ 08541
Phone: 609-683-2657
Grace Espeut
gespeut@ets.org
ETS has been advancing the quality and equity of education since 1947. ETS develops, adminsters and scores
more than 50 million tests annually, including the GRE
tests, the Praxis Series assessments, the TOEFL, TOEIC
and the HiSET, a high school equivalency test. ETS is committed to promoting access for persons with disabilities
worldwide in more than 180 countries. www.ets.org
Food Allergy Research & Education
(FARE)
#44
7925 Jones Branch Drive, Suite 1100
McLean, VA 22102
Phone: 703-563-3058
Linda Temple
ltemple@foodallergy.org
Food Allergy Research & Education (FARE) works on
behalf of the 15 million Americans with food allergies,
including all those at risk for life-threatening anaphylaxis. Through its College Program, FARE offers free resources to provide a safer and more inclusive environment for students with food allergies.
www.foodallergy.org
Gallaudet University
#43
800 Florida Ave NE
606 W. Sharp
Washington DC 20002
Spokane, WH 99201
Phone: 202-651-5050
Phone: 509-328-9331
Sheri Cook
Lyla Crawford
Sheri.cook@jalc.edu
lylac@uw.edu
Gallaudet University, federally chartered in 1864, is a
DO-IT serves to increase the success of individuals with bilingual, diverse, multicultural institution of higher
disabilities in college and careers. This year, the exhibit education that ensures the intellectual and profesfeatures materials from the AccessComputing and Ac- sional advancement of deaf and hard of hearing indicessEngineering projects. These projects engage facul- viduals through American Sign Language and English.
ty and students nationwide in efforts to make comput- Gallaudet maintains a proud tradition of research and
ing and engineering content accessible to all students. scholarly activity and prepares its graduates for career
www.washington.edu/doit/
opportunities in a highly competitive, technological,
and rapidly changing world. http://www.gallaudet.edu
76
Exhibitor Directory
Harris Communications
#32
15155 Technology Dr.
Eden Prairie, MN 55344
Phone: 800-825-6758
Jeanna Jafolla
info@harriscomm.com
Harris Communications carries a wide variety of resources for people with any level of hearing loss, from
assistive products like vibrating alarm clocks and loud,
amplified telephones to books and DVDs for teaching or
learning sign language and improving interpreting skills.
Our product line currently includes over 2,000 products
designed to help both individuals and professionals.
www.harriscomm.com
Irie-AT
#41
Landmark College
#31
19 River Road South
Putney, VT 05346
Phone: 802-387-6718
Sydney Ruff
SydneyRuff@Landmark.edu
Landmark College was the first institution of higher
learning to pioneer college-level studies for students
with dyslexia. Today, Landmark offers two- and fouryear degree programs for students with dyslexia and
other learning disabilities, ADHD, and ASD, as well as
summer programs for high school and college students
who learn differently. www.landmark.edu
Lectio
#18
7362 Marla Dr
1750 SW Third Street, Suite C
Indianapolis, IN 46256
Corvallis, OR 97333
Phone: 317-491-5051
Phone: 888-308-0059 ext. 104
Kris Parmelee
John Taylor
mylectioapp@@gmail.com
John.taylor@irie-at.com
Lectio is a new assistive technology designed for indiIrie-AT is the leading independent distributor of assis- viduals with a language-related learning disability. Spetive technology in the United States and is your one- cifically, Lectio is a spot reader for students who have
stop shop offering a full line of video magnifiers, Braille moved from learning to read to reading to learn. Lecembossers, blind and low vision software, and more. tio allows the user to self-select text and have it read
At Irie-AT we support all products directly from our US aloud—no internet connection needed!
office for quick and exceptional service.
MatchWare Inc.
www.irie-at.com
Kurzweil Education
#24
#19
1840 E River Road, Suite 320
Tucson, AZ 85718
Phone: 508-315-600 ext. 636
Will Skeels
Will.skeels@kurzweiledu.com
At Kurzweil Education, we believe every learner deserves the opportunity to unlock their potential. Our
literacy technology offers multisensory approaches
to reading, comprehension, study skills, writing, and
test-taking so everyone can become independent,
confident learners who can achieve rigorous academic
goals. www.kurzweiledu.com
311 S. Brevard
Tampa, FL 33606
Phone: 813-254-6644
Richard Ranieri
Richard.ranieri@matchware.com
MindView Mind Mapping is Assistive Technology software developed specifically for students with learning
disabilities. MindView helps students: Improve reading
comprehension and writing skills: Outline documents
in a non-linear fashion: Add research, notes and citations: Export to Word in Academic Formats i.e. APA,
MLA, Harvard, etc. www.matchware.com
77
Exhibitor Directory
National Braille Press
#65
88 St. Stephen Street
Boston, MA 02115
Phone: 617-425-2422
Whitney Mooney
Wmooney@nbp.org
National Braille Press is a non-profit organization that
promotes braille as literacy for the blind and visually
impaired community. We strive to create fair advantages for the blind community by producing print material into braille and large print formats. www.nbp.org
National Industries for the Blind
#48
1310 Braddock Place
Alexandria, VA 22314
Phone: 703-310-0560
Billy Parker
bparke@nib.org
Since 1938, NIB has focused on enhancing the opportunities for economic and personal independence of
people who are blind, primarily through creating, sustaining and improving employment. NIB and its network of associated nonprofit agencies are the nation’s
largest employer of people who are blind. Today, NIB
is not only focused on creating jobs – but on developing careers through challenging, knowledge-based positions in high-energy, quality work environments. For
more information about NIB, visit www.nib.org.
National Research Mentoring Network
#14
3500 Camp Bowie Blvd.
Fort Worth, TX 76107
Phone: 817-735-2148
Jamboor Vishwanatha
Jamboor.vishwanatha@unthsc.edu
The NIH-funded National Research Mentoring Network (NRMN) is a nationwide consortium to enhance
the training and career development of individuals
from diverse backgrounds who are pursuing biomedical, behavioral, clinical, and social science research
careers (collectively termed biomedical research careers), through enhanced networking and mentorship
experiences. Components of NRMN include virtual
mentoring, grantwriting coaching groups, and mentor
training workshops. www.nrmnet.net
National Center for College Students
with Disabilities (NCCSD)
107 Commerce Dr. Suite 204
Huntersville, NC 28078
Phone: 704-774-9979
Richard Allegra
richard@ahead.org
In Fall 2015 AHEAD was awarded FIPSE funding to establish the NCCSD. The creation of the Center fulfills
a requirement in the Higher Education Act to offer a
clearinghouse of information and training to help students better navigate higher education. Stop by to
learn about the first steps the NCCSD is taking in its
outreach to college students, parents, higher education professionals, faculty, researchers and policymakers. You can explore the online clearinghouse, and pick
up materials for your office and students.
pepnet 2
#21
18111 Nordhoff Street
Northridge, CA 91330
Phone: 818-677-4899
Della Thomas
Della.thomas@pepnet.org
pepnet 2 is your source for resources and effective practices related to providing services for students who are
deaf or hard of hearing. Funded by the US Department
of Education, pn2 provides technical assistance and professional development in a broad array of content areas
and a variety of environments. www.pepnet.org
Phonak
#39
4520 Weaver Parkway
Warrenville, IL 60555
Phone: 888-421-0843
Bill Bielski
worklife@phonak.com
The mission of the Phonak Work Life team is to provide
innovate hearing solutions, accommodation guidance,
and education for students transitioning to postsecondary education and the workplace. We believe that a
holistic approach is necessary which considers solutions
beyond a hearing aid. www.morethanahearingaid.com
78
Exhibitor Directory
Purple Communications Inc.
#9
595 Menlo Dr.
Rocklin, CA 95765
Phone: 646-844-0441
Michael Sorace
Michael.sorace@purple.us
Purple provides video relay services (VRS) using multiple platforms like TV, desktops, laptops, tablets and
smartphones. Purple’s portfolio includes telephone
captioning services, text relay services, on-site interpreting services and video relay interpreting (VRI),
making it possible for deaf and hearing individuals to
easily communicate with each other. For more information, visit www.purple.us.
QuickCaption, Inc.
#56
4927 Arlington Avenue
Riverside, CA 92504
Phone: 951-779-0787
Linda Stufkosky
lstufkosky@quickcaption.com
QuickCaption is one of the nation’s leading providers of
Captioning and CART services. QuickCaption ensures
ADA compliance in its offering of prescheduled and
on-demand, on-site and remote Captioning/CART services in English and Spanish. QuickCaption also offers
YouTube and live web-streaming captioning. If it can be
captioned, we can caption it! www.quickcaption.com
sComm
#51
6238 Hadley Street
Raytown, MO 64133
Phone: 816-350-7008
Julie White
Julie@scomm.com
sComm is the manufacturer of the UbiDuo 2 communicator. The UbiDuo 2 enables a deaf, hard of hearing, or
late deafened student or employee and college hearing
staff and a hearing person to interact with each other
face-to-face with zero barriers anywhere anytime on
any part of the campus. The UbiDuo 2 is being utilized
at colleges and universities such as Fresno City College,
University of Texas, California State University, Harvard
University, and others are successfully using the UbiD-
uo 2 to overcome barriers to face-to-face communication on different campuses. Come see the UbiDuo 2 at
the sComm booth and learn more about how the UbiDuo will benefit your deaf, hard of hearing, late deafened,
and hearing students and employees. You can learn
more about the UbiDuo 2 at www.sComm.com.
Sensus ApS
#68
Koebenhavnsvej 27
Hilleroed, Denmark 3400
Phone: +45 48221003
Tanja Stevns
tanja@sensus.dk
SensusAccess® is a self-service solution that automates
the conversion of documents into a range of alternative formats including Braille, mp3, Daisy and e-books
in 20+ languages. SensusAccess also converts inaccessible documents such as image-only pdf files into more
accessible formats. The service can also provide accessibility services for MOOCS. www.sensus.dk
Symplicity Corporation
#16
1560 Wilson Blvd. St.550
Arlington, VA 22209
Phone: 703-351-0200
Andrew Keenan
akeenan@symplicity.com
Symplicity is the leading provider of student affairs
software solutions in higher-ed. More than 1,200 institutions leverage Symplicity’s technology to provide
services in the following areas: Career Services | Enterprise CRM | Student Conduct | Advising | Campus Life
| Study Abroad | Accessibility Services | Residence Life
| Admissions. www.symplicity.com
79
Exhibitor Directory
T-Base Communications
#6
885 Meadowlands Drive East, Suite 401
Ottawa, Ontario K2C 3N2
Phone: 613-236-0866 ext. 1229
Jeff Jullion
jjullion@tbase.com
T-Base is North America’s go-to alternate format company and industry thought leader. We simplify accessible communications by producing accessible educational materials such as textbooks and secure tests &
exams in braille, large print, audio, as well as online
with web accessibility and PDF documents. 1-800-5630668. www.tbase.com
Texthelp
#26
600 Unicorn Park Drive
Woburn, MA 01801
Phone: 888-248-0652
Jon McPeters
j.mcpeters@texthelp.com
Boost students’ reading and writing confidence. Our
family of Read&Write solutions enables campus-wide
UDL access for students when working with: PDFs,
websites, LMS, Microsoft Word, testing, and more.
This award-winning software gives confidence to ELL
students, those with disabilities, and others who struggle with the influx of reading and writing required in
higher education. www.texthelp.com
TMLS Consulting
#12
486 Oakhurst Lane
Carpentersville, IL 60110
Phone: 630-533-1709
Tom L. Thompson
Tthompso51@gmail.com
Tom L. Thompson, is an experienced Director of Disability Resources in higher education, having served at
three colleges over a period of 36 years. He specializes
in doing departmental reviews of Disability Resource
Centers, in providing consulting on accessibility issues
and is a speaker on Disability, Inclusion, Accessibility
and Social Justice.
80
U.S. Census Bureau
#33
4600 Silver Hill Road
Suitland, MD 20746
Phone: 630-453-0752
Ileana Serrano
Ileana.c.serrano@census.gov
The Census Bureau’s mission is to serve as the leading
source of quality data about the nation’s people and
economy. We honor privacy, protect confidentiality,
share our expertise globally, and conduct our work
openly. We are guided on this mission by scientific
objectivity, our strong and capable workforce, our devotion to research-based innovation, and our abiding
commitment to our customers. Our goal is to provide
the best mix of timeliness, relevancy, quality and cost
for the data we collect and services we provide. http://
www.census.gov
University of Maryland Biological
Sciences Graduate Program
#8
4108 Plant Sciences Building, 4291 Fieldhouse Drive
College Park, MD 20742
Phone: 301-405-3914
Dr. Charles Delwiche
delwiche@ump.edu
The University of Maryland, College Park, is the Flagship Institution of the University System of Maryland.
A suburban campus located near the nation’s capitol,
UM offers training and mentorship for undergraduate
and graduate students in Arts and Sciences and is committed to diversity and inclusion at all levels.
Exhibitor Directory
Virginia Commonwealth University,
Office of Continuing and
Professional Education
#23
P.O. Box 82505, 9 W. Cart Street
Richmond, VA 23284
Phone: 804-828-1322
Edward A. Howard, M.Ed, CPP
eahoward@vcu.edu
ocpe.vcu.edu
VCU’s Disability Support Services in Higher Education
program provides Disability Support Services professionals with the training they need to effectively perform their job tasks. Modules cover an overview of
disability services, legal foundations, characteristics of
college students with disabilities, disclosing and documenting disabilities, obtaining services and accommodations, and technical standards.
Wright State University
#49
3640 Colonel Glenn Hwy
Dayton, OH 45435
Phone: 937-775-5680
Diana Riggs
Diana.riggs@wright.edu
The primary mission of ODS is to provide leadership and
facilitate equal access to all opportunities for members
of the WSU community. ODS provides institution-wide
consultation on disability-related topics (legal compliance, universal design, disability scholarship); collaborates with partners to foster an all-inclusive campus;
and facilitates accommodations to students with disabilities. http://www.wright.edu/ODS
81
Notes
82
Notes
83
CEU Information
Continuing Education- CEUs and General Certificates of Attendance
To support your professional development goals, Commission on Rehabilitation Counselor Certification (CRCC) and
Registry of Interpreters for the Deaf (RID) Continuing Education Units (CEUs) have been preapproved for conference
preconference, plenary, and concurrent sessions. Instructional hours do not include poster sessions, receptions,
lunches, SIG meetings, or other group meetings that may take place during the conference. Conference content has
not been preapproved by any other organizations. However, AHEAD can verify your attendance at each session and
provide a Certificate of Attendance that may be accepted by other professional organizations.
CRCC CEU Information and General Certificate of Attendance
Follow these instructions and use the form on the following page to request both CRCC CEUs and a General
Certificate of Attendance:
1. Keep the Conference Attendance Form (following page) with you throughout the conference and record the
sessions you attend. Instructional hours for each qualifying session:
Two-day Preconference: 13 hours
One-day Preconference: 6.5 hours
Half-day Preconference: 3.25 hours
Concurrent session, block 1: 2 hours
Concurrent session, block 2: 1 hour
Concurrent session, block 3: 1 hour
Opening Plenary Session: 1.5 hours
Concurrent session, block 4: 1.5 hours
Concurrent session, block 5: 1 hour
Concurrent session, block 6: 1.5 hours
Concurrent session, block 7: 1.25 hours
Awards Luncheon, Friday: .5 hours
Concurrent session, block 8: 2 hours
Closing Plenary Panel: 1.75 hours
2. Collect verification signatures after each session attended from the moderator, presenter, Conference Committee member, or AHEAD staff.
3. AFTER THE CONFERENCE, send a copy of the Attendance Form to Jane Johnston, AHEAD 107 Commerce Centre
Drive, Suite 204; Huntersville, NC 28078 or FAX to 704-948-7779.
4. Include payment information IF requesting a General Certificate of Attendance. CRCC verification forms
are free.
RID CEU Information
RID CEUs for the AHEAD / PTI sessions are provided by pepnet 2, an approved RID CMP Sponsor for Continuing
Education Activities. To receive CEUs come by the pepnet 2 desk, fill out the “RID Participant Information Sheet”
and pick up a verification form. Document each session you attend and the session moderator will initial the
form to verify your attendance. At the end of the conference, return the verification form to the pepnet 2 table.
If you have any questions come by the pepnet 2 table, and we can help you. 84
ATTENDANCE FORM: AHEAD 2016 / Indianapolis
Return to: Jane Johnston; 107 Commerce Centre Drive, Suite 204;
Huntersville, North Carolina 28078; FAX: 704.948.7779
Print Your Name:
print clearly, please
Mailing Address:
Session
ID#
Session Title
Date
Hours
 Check box to request a FREE CRCC verification form AND/OR  Check box for a general certificate of attendance‐
$10.00 fee* Verification
Signature
Total
Hours
*General Certificate of Attendance requires a $10.00 processing fee / CRCC processing is free
Check #:
PO #:_______________________________________
Credit Card:
Name on Card: _______________________________________Card Type:___________________________
Card #: ____________________________ 3-digit Code: __________________ Exp. Date:_______________
Cardholder’s Signature: ___________________________________________________________________
85
Local & Travel Information
Airport Shuttle
You may reserve a shared shuttle ride
between the Indianapolis International Airport and most downtown
hotels including the JW Marriott and
the Westin. Shuttle rides are $10
each way. You may book either one
way or round trip reservations online
at http://goexpresstravel.com/indy_
express or by calling 1-800-589-6004.
If you require a wheel chair accessible vehicle, you must call 1-800-5896004 to indicate this after making
your online reservation, or simply
indicate this when making your reservation over the phone.
Bus Service
Indianapolis offers an extensive bus
service, and all routes are accessible.
For route and far information visit:
http://www.indygo.net/ More information about accessibility is available at http://www.indygo.net/contact-us/special-accommodations/
Taxis
Yellow Cab
Only cab company in Indianapolis offering wheelchair accessible vans in
their fleet. Reservations are required
for wheelchair accessible vans, and
may be made up to 48 hours in advance, and no later than 1-2 hours
prior to need time. Phone: 317-4877777 http://ycindy.com/
Lyft
https://www.lyft.com/cities/indianapolis
Uber
https://www.uber.com/cities/indianapolis
BlueIndy Electric Car Rental
https://www.blue-indy.com/
Indiana Pacers Bikeshare Program
https://www.pacersbikeshare.org/
Hospitals: Medical & Psychiatric University Retail Pharmacy
Sidney and Lois Eskenazi Hospital
720 Eskenazi Avenue, Indianapolis,
IN 46202
Phone: 317-880-0000
http://www.eskenazihealth.edu/
Indiana University Health Methodist Hospital
1701 North Senate Avenue, Indianapolis, IN 46202
Phone: 317-962-2000
http://iuhealth.org/methodist/
Interpreter Referral Agencies
Central Area Interpreter Referral
Service
Voice: 312-895-4300
http://www.cairs.net/indiana/index.php
Central Indiana Interpreting Service
Voice: 317-847-7598
http://ciis.us/
Pet Stores
City Dogs Grocery
884 Massachusetts Avenue, Indianapolis, IN 46204
Phone: 317-635-2287
http://www.citydogsgrocery.com/
Three Dog Bakery
444 Massachusetts Avenue, Indianapolis, IN 46204
Phone: 317-238-0000
http://www.threedogindy.com/
Uncle Bill’s Pet Center
4829 West 38th Street, Indianapolis, IN 46254
Phone: 317-291-3344
http://www.unclebills.com/
Pharmacies
CVS
175 North Illinois Street, Indianapolis, IN 46204
Phone: 317-636-6664
www.cvs.com
Marsh
227 West Michigan Street, Indianapolis, IN 46204
Phone: 317-262-5215
http://www.marsh.net/
550 North University Boulevard, Indianapolis, IN 46202
Phone: 317-944-3445
http://iuhealth.org/patients/pharmacies/
Relay Center
Relay Indiana
Dial 711, toll free, nationwide
Standard phone and TTY: 317-3341413 or 1-877-446-8722
http://relayindiana.com/
Urgent Care Clinics
CVS Minute Clinic
1545 North Meridian Street, Indianapolis, IN 46202
Phone: 317-923-1491
http://www.cvs.com/minuteclinic/clinic-locator/clinicdetails.jsp?storeId=6549
Crisis Line – Mental Health America of Greater Indianapolis
Phone: 317-251-7575 or 800-273TALK
Indiana Immediate Care
650 North Girl School Road, Indianapolis, IN 46214
Phone: 317-299-4033
http://www.indianaimmediatecare.com/
Veterinary Services
IndyVet Emergency and Specialty
Hospital
5425 Victory Drive, Indianapolis, IN
46203
Phone: 317-782-4484 or 800-5514879
http://www.indyvet.com/
Airport Animal Emergi-Center
5235 West Washington Street, Indianapolis, IN 46241
Phone: 317-248-0832
http://aaecindy.com/
Wheelchair Repair/Medical
Equipment
Access Mobility, Inc.
4855 South Emerson Avenue, Indianapolis, IN 46203
Phone: 317-784-2255 or 800-3361147 http://www.accessyourlife.
com/home.html
Thank you to the 2016 Conference Sponsors!
Join us next year in Orlando, Florida!