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!