2016 Conference Program Book

Program Book & Exhibitor Directory

Toward Equity & Access: Illuminating the Pathways AHEAD 2016 AHEAD Conference pepnet2 Postsecondary Training Institute July 11-16, JW Marriott Indianapolis, Indiana

The Association on Higher Education and Disability (AHEAD) pepnet 2, deaf and hard of hearing, connecting people, building capacity

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 Registration & Service Desks Open 9:00 am – 5:30 pm Day 1 of 2-Day Precon. Institutes 10:30 – 10:45 am Refreshment Break (provided) 12:30 – 2:00 pm Lunch (on your own) 3:30 – 3:45 pm Refreshment Break (provided)

Tuesday, July 12, 2016 8:00 am – 7:00 pm Registration & Service Desks Open 9:00 am – 5:30 pm Day 2 of 2-Day Precon. Institutes 9:00 am – 5:30 pm Full Day Precon. Institutes 9:00 am – 12:30 pm ½ Day a.m. Institutes 10:30 – 10:45 am Refreshment Break (provided) 12:30 – 2:00 pm Lunch (on your own) 2:00 – 5:30 pm ½ Day p.m. Institutes 3:30 – 3:45 pm Refreshment Break (provided) 7:00 – 9:30 pm 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 SIG & Committee Meetings 8:30 am – 5:30 pm Registration & Service Desks Open 9:00 – 11:00 am Poster Session 1 in the Exhibit Hall with Light Breakfast (provided) 11:00 – 12:30 pm Concurrent Block 4 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 5 3:00 – 4:00 pm Extended Refreshment Break in the Exhibit Hall (provided) 4:00 – 5:30 pm Concurrent Block 6

Friday, July 15, 2016 7:45 – 8:45 am SIG & Committee Meetings 8:30 am – 4:30 pm Registration & Service Desks Open 9:00 – 10:15 am Poster Session 2 with Refreshments (provided) 10:30 – 11:45 pm Concurrent Block 7 12:00 – 2:15 pm Awards Luncheon and Plenary Speaker 2:30 – 5:00 pm Concurrent Block 8

Saturday, July 16, 2016 7:45 – 8:45 am SIG & Committee Meetings 8:30 – 11:00 am Registration & Service Desks Open 9:00 – 11:00 am Closing Plenary Session Noon 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 3

5:30-7:30 pm International Reception, GB Foyer

Friday 7:45-8:45am SIG meeting: Veterans with Disabilities, Rm. 302-303 SIG meeting: LD – AD/HD, Rm. 304-306

Table of Contents

Meeting Room Maps 5-6 Important Information 6-8 Letter from the Mayor 9 Using the Program Book 11-12 Welcome from Conference Chairs 13 Welcome from pepnet 2 14 Conference Committees 16-17 Special Interest Groups (SIGs) 18-20 Featured Presentations & Events 21-23 Day-by-Day Schedules 24-80 Monday, July 11 24-28 Tuesday, July 12 29-36 Wednesday, July 13 37-48 Thursday, July 14 51-65 Friday, July 15 68-78 Saturday, July 16 80 Presenter Index 81-86 AHEAD Board, Committees, & Staff 88 Exhibit Hall Directory 89-105 CEU Information 106-107 Travel & Service Info 108-110

Advertiser Index

Vital Signs 10 3Play Media 15 Alternative Communication Services LLC 23 Microscience Learning 4 ALL USA, Inc. 49 University of California, San Francisco 49 Sonocent 50 Texthelp 50 Accessing Higher Ground (AHG) 65 Higher Ed. Recruitment Consortium 66 University of Maryland 67 Hamilton CapTel 78 DO-IT, University of Washington 79 California State Univ. Northridge 79 Delta Alpha Pi 80 pepnet2 87 4

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 5

Meeting Room Maps

First Floor, Meeting Space

Second Floor, Meeting Space & Exhibit Hall 6

Third Floor, Meeting Space, Plenaries, & Registration

AHEAD Thanks 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! Notes of Interest

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. 7

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.

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-and-carry” lunch, and head off to the information session that most interests you.

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.

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

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.

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.

AHEAD Goes Virtual! After a successful run in 2015, AHEAD will continue the online “virtual conference” alongside its face-to-face 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.

2016 Session Evaluations http://sgiz.mobi/s3/0e760c88dced 8

Tweet about the Conference! #ahead2016 9 10 11

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 5-6 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 pre-registered 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 89-105

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 12

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.106-107). For those needing RID credit: Please visit the CEU table located in the Registration Area. 13

Welcome from 2016 AHEAD Conference Chairs

Jill Sieben-Schneider, Program Co-Chair, Assistant Director, Disability Services University of Colorado Boulder

Chris Stone, Program Co-Chair, Director, Disability Resource Center, University of North Carolina Wilmington

Robert Plienis, Local Chair, Assistant Director, Learning Center, Ball State University

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.

Our theme, Toward Equity and Access: Illuminating the Pathways AHEAD, has steered our efforts to offer attendees the best and most purposeful experience possible. Cognizant of a need to not only allow for—but encourage—a variety of topics and voices to come to the forefront, Concurrent presentations were selected through an anonymous review process, with reviewers assessing prospective presentations on the merit of the content alone. This has allowed for a greater number of new and unique perspectives.

In addition to our intellectual offerings, we encourage you to take advantage of networking and social opportunities, and to explore our host city. This year a number of events are planned beginning with the Welcome Reception on Tuesday evening, which will include lively music by Lonnie Lester, good food, and numerous opportunities to network.

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 about these by visiting the Local Information Table near the Registration area. Coordinating a conference of this magnitude is not possible without the assistance of the AHEAD constituency. After our tenure as Co-Chairs, this has never been more evident. A small coalition of the willing undertook the task of reviewing over 160 proposal submissions. Throughout the venue, you’ll be invited to sign-up to volunteer for next year’s conference in Orlando, Florida. We hope you consider participation in ways other than attendance alone, whether as a presenter, proposal reviewer, mentor, site volunteer, or session facilitator.

Thank you for joining us in Indianapolis. Together, we will strive to Illuminate the Pathways AHEAD Toward Equity and Access. 14

Welcome from 2016 pepnet 2 Conference Chairs

Welcome to the 2016 AHEAD Conference and pepnet 2 Training Institute!

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.

Marcia Kolvitz, pepnet 2

Kathy Schwabeland, pepnet 2 15 16

2016 Conference Committees

2016 Local Chair Robert Plienis, Ball State University

2016 Program Chairs Jill Sieben-Schneider, University of Colorado Boulder Chris Stone, University of North Carolina Wilmington pepnet 2 Program Chairs Marcia Kolvitz, pepnet 2 Kathy Schwabeland, pepnet 2

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

Technology Lab Coordinators Teresa Haven, Northern Arizona University Bree Callahan, University of Washington

Moderator Coordinator Barb Borich, University of Arizona

2016 Silent Auction Coordinators Courtney Jarret, Ball State University Larry Markle, Ball State University

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 17

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 18

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 [email protected] 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, [email protected]; Gabriel Merrell, [email protected]

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, [email protected]; Michelle Rigler, michelle- [email protected]

Blindness/Visual Impairment Promotes accessibility to higher education by blind and visually impaired persons. Contact: Billy Parker, [email protected]; Chris Turner, [email protected]

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, [email protected]; Marci Shafer, [email protected]

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, [email protected]; Teressa Eastman, [email protected]

Deaf & Hard of Hearing Promotes postsecondary education equity for persons who are deaf or hard of hearing. Contacts: Lauren Kinast, [email protected]; Shannon Aylesworth, [email protected]

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 19

Disability Studies Quarterly and members of the Society for Disability Studies) who are interested in the field of disability studies. Contact: Susan Mann Dolce, [email protected]; Karen Pettus, [email protected]

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, [email protected]; Lisa Meeks, [email protected]

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, [email protected]; Matt Buckley, [email protected]; Mitchell Stoddard, [email protected]

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, [email protected]; Holly Zuckerman, [email protected]

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, [email protected]

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, [email protected]; Shannon Wilke, [email protected]

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, [email protected]; Gabriella Tempestoso, [email protected] 20

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, [email protected]; Katy Washington, [email protected]; Chinwendu Okoronkwo, [email protected]

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, [email protected]

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, [email protected]; Terrill Thompson, [email protected]

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, [email protected]; Dan Standage, [email protected] 21

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.

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, 22 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 hard-of-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.

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 23 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 24

Monday, July 11, 2016

Monday at a Glance 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

Session Evaluations can be found at: http://sgiz.mobi/s3/0e760c88dced

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)

#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 animals, dietary accommodations, attendance policy modification as an accommodation, etc. 25

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.

Unlike online trainings and other forms of distant education, this two-day Institute provides the opportunity for attendees to begin to develop a professional network of their peers, the most valuable professional development tool we can have! AHEAD Start; Audience: Novice

#PC 2 Introduction to Disability Law for DS Professionals Paul Grossman, Hastings College of the Law; Retired Chief Regional Attorney, OCR, San Francisco Jamie Axelrod, Northern Arizona University Mary Lee Vance, University of California, Berkeley Room: 203-204

This Preconference Institute will give disability service professionals a comprehensive introduction to postsecondary disability law and establish a framework for answering the questions they encounter on a daily basis. We will begin by placing the responsibilities of disability services in a civil rights context: reinforcing the importance of a career in disability services with a review of the history of discrimination against individuals with disabilities and the emergence of the disability rights movement that culminated in the adoption of disability laws. We will learn about the legal traditions and concepts that all antidiscrimination laws share and what is unique to disability law. As the law shifts emphasis from who is “an individual with a disability” to “qualification,” we will consider how the responsibilities of a disability services professional are impacted?

We will provide an exploration of the practical implications of the ADAAA’s definition of disability and the implementing EEOC and impending DOJ regulations, as well as their relationship to the AHEAD Guidance on Documenting Accommodations. Once disability is established, what must be done to make programs and 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 access will join the presentation team.

Included in the registration for this Preconference Institute is a copy of Colker and Grossman, The Law of Disability Discrimination for Higher Education Professionals. The content of this resource is well-aligned with the content of this presentation, comprehensively covering most major court decisions and Federal guidance pertaining to the definition of disability and disability discrimination law in the postsecondary setting. For those professionals who must advise their campuses on employment questions, this publication also contains a full chapter on employment discrimination with regard to disability. Legal Aspects; Audience: All 26

#PC 3 Learning Disabilities/ADHD, Diagnostic Assessment, and Professional Judgment, Oh My!! Rhonda Rapp, St. Mary’s University Room: 202

This two-day Preconference Institute will provide a comprehensive introduction to diagnostic assessment as it applies to diagnosing learning disabilities and ADHD, as well as information about students with learning disabilities and/or ADHD. It is a well-known fact that students with learning disabilities and/or ADHD tend to be the largest populations of students with disabilities on college and university campuses requesting and receiving accommodations. However, the majority of disability services providers are not trained educational diagnosticians and most have never taken even one diagnostic assessment course. Yet, colleges and universities require the results (documentation) of fairly recent, in-depth diagnostic assessments for students who have a learning disability and/or ADHD in order to best shape the student’s academic accommodations and related services.

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 field- of-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 27

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 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

#PC 5 Hot Topics and Trends in Curricular Accessibility Kara Zirkle, George Mason University Room: Grand Ballroom 4

In this Preconference Institute we will look at current trends and topics in the area of curricular accessibility. In the modern university, the traditional paper textbook is only one of a plethora of requirements in curricular accessibility, and institutions need to be considering all of them. This session is ideal for upper administrators such as Vice Presidents, Deans of Students, E- Learning departments, CIOs, DS Directors, and others who need to understand the importance of technology and curricular accessibility but who may not perform “hands-on” work with assistive technology or alt media conversion. Technical topics will be made clear for a nontechnical audience. The intent of this session is to bring attendees up-to-date on the state of current curricular accessibility.

Topics that will be covered will include: 28

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 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

#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 for developing writing assignments and the tools to provide constructive feedback. Through this session, participants will understand the importance of writing in the disciplines for deaf/hard of hearing students in STEM disciplines and, by incorporating writing into their courses, will contribute to students’ growing sense of confidence and competency in written English. Participants will choose one in-class and one out-of-class writing idea and develop a prompt or activity that will engage students in this type of writing and develop a writing activity related to the content in a STEM course they teach. They will also be able to practice and use two response techniques for writing to learn activities that demonstrate constructive student feedback. They will learn to develop a scaffolded assignment, leading to a longer final written product that will be formally evaluated and used to assess learning outcomes for their particular STEM courses. pepnet 2; Audience: All 29

Tuesday, July 12, 2016

Tuesday at a Glance 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

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

7 - 9:30 pm Welcome Reception, Ballroom 7-10

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)

#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. 30

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 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. Unlike online trainings and other forms of distant education, this two-day Institute provides the opportunity for attendees to begin to develop a professional network of their peers, the most valuable professional development tool we can have! AHEAD Start; Audience: Novice

#PC 2 Introduction to Disability Law for DS Professionals Paul Grossman, Hastings College of the Law; Retired Chief Regional Attorney, OCR, San Francisco Jamie Axelrod, Northern Arizona University Mary Lee Vance, University of California, Berkeley Room: 203-204

This Preconference Institute will give disability service professionals a comprehensive introduction to postsecondary disability law and establish a framework for answering the questions they encounter on a daily basis. We will begin by placing the responsibilities of disability services in a civil rights context: reinforcing the importance of a career in disability services with a review of the history of discrimination against individuals with disabilities and the emergence of the disability rights movement that culminated in the adoption of disability laws. We will learn about the legal traditions and concepts that all antidiscrimination laws share and what is unique to disability law. As the law shifts emphasis from who is “an individual with a disability” to “qualification,” we will consider how the responsibilities of a disability services professional are impacted?

We will provide an exploration of the practical implications of the ADAAA’s definition of disability and the implementing EEOC and impending DOJ regulations, as well as their relationship to the AHEAD Guidance on Documenting Accommodations. Once disability is established, what must be done to make programs and 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, 31 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 access will join the presentation team.

Included in the registration for this Preconference Institute is a copy of Colker and Grossman, The Law of Disability Discrimination for Higher Education Professionals. The content of this resource is well-aligned with the content of this presentation, comprehensively covering most major court decisions and Federal guidance pertaining to the definition of disability and disability discrimination law in the postsecondary setting. For those professionals who must advise their campuses on employment questions, this publication also contains a full chapter on employment discrimination with regard to disability. Legal Aspects; Audience: All

#PC 3 Learning Disabilities/ADHD, Diagnostic Assessment, and Professional Judgment, Oh My!! Rhonda Rapp, St. Mary’s University Room: 202

This two-day Preconference Institute will provide a comprehensive introduction to diagnostic assessment as it applies to diagnosing learning disabilities and ADHD, as well as information about students with learning disabilities and/or ADHD. It is a well-known fact that students with learning disabilities and/or ADHD tend to be the largest populations of students with disabilities on college and university campuses requesting and receiving accommodations. However, the majority of disability services providers are not trained educational diagnosticians and most have never taken even one diagnostic assessment course. Yet, colleges and universities require the results (documentation) of fairly recent, in-depth diagnostic assessments for students who have a learning disability and/or ADHD in order to best shape the student’s academic accommodations and related services.

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 field- of-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 32 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

#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 33 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

#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

Half-Day Preconference Institutes, 9 am – 12:30 pm Tuesday July 12, 2016 34

(3.25 hours direct instructional hours)

#PC 12 A Campus Tour: Identifying its Many Parts and Resolving Associated Accessibility Issues Irene Bowen, ADA One, LLC Jim Kessler, Access Consultant Room: Grand Ballroom 3 Access at a college or university is not limited to students and academics. It begins and ends with the physical environment (buildings and landscapes) that is host to ALL members of the academic community (faculty, staff, students, alumni/guests). We will examine the campus and its many parts and discuss and illustrate access concerns: how to identify them, resolve problems, and work toward change. Legal Aspects; Audience: All

#PC 13 Complaints From Every Angle (AVC) L. Scott Lissner, The Ohio State University Room: 309-310 If you do your job well conflict is unavoidable. Whether you are informally trying to resolve a conflict, formally investigating a complaint, or providing testimony to an outside agency, an understanding of formal complaint processes and best practices provides you with important tools. Learn how to minimize complaints and embrace those that are unavoidable. Legal Aspects; Audience: Intermediate

#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 and influence, and consider how campus connections are enhanced through DS leadership in these areas. The CAS Disability Resources & Services Standards will be a central element in this Institute. The 2013 Standards will be reviewed in detail, as will the student learning and development outcomes structure which is integral to CAS Standards. Participants will develop strategies and tools to “take home” for implementation. Bring your worries and wonders about the topics of standards, outcomes and review to this Institute. You will leave with confidence to tackle these professional challenges in new and more efficient ways. DS Management; Audience: All

#PC 15 PTI- # Total Inclusion Involves Accommodating Distinctive Needs of Hard of Hearing Students Corey Axelrod, Communication Services for the Deaf (CSD) Room: 303

As a hard of hearing individual, the presenter will address audiological and cultural differences between deaf and hard of hearing students. The presenter will also identify hard of hearing 35 students’ unique communication needs and methods, enabling individuals involved in the postsecondary education of hard of hearing students to better provide accommodations needed by these students inside and outside the classroom. As a result of participating in this session, participants will understand the unique audiological and cultural differences between deaf and hard of hearing students and also the benefits of different services that can be provided to hard of hearing students. Tips for working effectively with service providers (e.g., interpreters, captionists and agencies) will be shared. pepnet 2; Audience: All

Half-Day Preconference Institutes, 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 Post-Graduation 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

#PC 18 Quality Indicators for Assistive Technology in Postsecondary Education (QIAT- PS) Janet Peters, University of Illinois Chicago 36

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 37

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

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. 38

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

#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

#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 39

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

#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

#1.8 The Answers Aren’t in the Back of the Book or in the Computer Pamela Butler, Equal Employment Opportunity and Diversity National Security Agency Room: 206 This presentation provides insight on federal employment opportunities and looks at areas that individuals need to consider and be prepared to discuss for employment opportunities. During the interactive session, tips and ideas will be given on how to best prepare students for opportunities in federal employment. Resume development, elevator speeches, interview techniques and resource information will be discussed. Transition/Career; Audience: All

#1.9 Their Turf, Terms, and Time: Reaching and Supporting Student Veterans Joanna Boval, University of California, San Diego 40

Adam Crawford, Ohio State University Room: 201-202 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

#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. Program Innovation/Campus Collaborations Audience: Intermediate

#1.11 Building Pathways to Careers for Students with Disabilities Curtis Richards, Institute for Educational Leadership William Myhill, Burton Blatt Institute, Syracuse University Rhonda Basha, Office of Disability Employment Policy, U.S. Department of Labor Melissa VanDyke, Pellissippi State Community College Room: 203-205 As community college enrollment among students with disabilities grows, so does the need for new strategies to increase their success. Learn about inclusive integrated education and career development strategies that two colleges are piloting to help students acquire skills and credentials for high wage, high skill employment with support from the US Department of Labor’s Office of Disability Employment Policy. Transition/Career; Audience: All

#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. 41 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

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. 42

Running a DS Office: It is YOUR Business! Audience: Intermediate to Advanced

#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

#2.5 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. Mini-conference: Students with Intellectual Disabilities; Audience: All

#2.6 Using Invitation to Dance in Teaching Disability Studies and Campus Awareness Programs Katheryne Staeger-Wilson, Missouri Developmental Disabilities Council Karen Pettus, University of South Carolina Room: 105 Invitation to Dance tells the story of disabled people staking their claim to “equality, justice, and a place on the dance floor!” Join us in a discussion on using this film as a tool in teaching disability studies and understanding the value of incorporating disability studies in 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

#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 43

#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

#2.9 Using Technology and Case Management to Improve Outcomes of Students with TBI Anne Leopold, JBS International Callista Stauffer, Kent State University Karen Stewart, Kent State University Room: 302-303 The presentation will highlight activities and lessons learned from Project Career, which supports the transition of veteran and civilian students with TBI from postsecondary academic settings to employment. The project uses cognitive support technology (iPad and Apps), mentoring, and individualized case management to improve students’ academic outcomes, career readiness, and transition to employment settings. Transition/Careers; Audience: All

#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

#2.12 Trending Now: Distance Learning Shannon Aylesworth, pepnet 2 44

Room: 203-205 The presentation will include a description and definition of distance and online learning options, distinguishing between asynchronous, on-demand, streaming, and synchronous sessions. Research and statistics validate the increase of distance and online instructional opportunities in recent years and will demonstrate the need for disability services to consider proactive approaches to ensuring access within these challenging environments. Participants will also explore access challenges from various perspectives, including students, providers, coordinators, and instructors. The presenter will provide a brief overview of the various technologies involved in access for distant and online classes. pepnet 2; Audience: Intermediate/Advanced

#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 Eye to Eye Dipl TBD Room: 304-306 This session highlights lessons learned from Eye to Eye’s decade of mobilizing college student with learning disabilities and ADHD across dozens of college campuses, featuring the voices of Eye to Eye staff, a Disability Service Director, and a student. Audience: All Learning and Engagement

L&L2 Tools to Retain Students and Support Universal Design on Your Campus Paul Brown, Texthelp Room: 309-310 As many as 60% of students entering the Higher Education setting are not prepared to succeed. Fortunately, 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. L&L3 Supporting College Students with Diabetes: Accommodations, Concerns, and Resources Emily Ike, The College Diabetes Network Stacey Cunnington, The College Diabetes Network 45

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.

L&L4 Student Learning Outcomes in Disability Service Practices Jean Ashmore, AHEAD Representative to CAS Ann Knettler-Smith, Drexel University Sally Scott, AHEAD Room: 203-205 Bring your lunch for a discussion about disability offices’ use of student learning and development outcomes. Learn what AHEAD members are doing in this area, based on member input from a spring semester survey. Share your experiences, frustrations, and curiosities about this topic. DS offices are often expected to utilize a student outcome model in service delivery, and this lunch and learn session will give you excellent grounding to tackle the challenges.

L&L5 How to Increase Student GPA and Retention by Improving How Students Take Notes Dave Tucker, Sonocent LLC Room: Grand Ballroom 1 Drawing on examples from academic institutions that have implemented the latest audio- editing technology to increase GPA and student retention, this session will show how notetaking is absolutely intrinsic to learning and academic success for students, particularly those students with learning disabilities who can find taking effective notes independently especially challenging.

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 us hire student workers to help but may be concerned about the type of work appropriate for students, how to recruit and train them, confidentiality, and professionalism. In this session, we will explore the many issues involved in working with student staff and consider how to develop not only effective support staff but proponents of campus-wide accessibility. AHEAD Start; Audience: Novice

#3.2 Industry and Higher Ed: Partnering to Drive Accessibility In Technology Products Used On Campus Elizabeth Delfs, Pearson, Inc. Cheryl Pruitt, California State University Jonathan Thurston, Pearson, Inc. Rick Ferrie, Pearson, Inc. 46

Room: Grand Ballroom 4 Effective accessible procurement policies hold the market solution to inaccessible technology. In recognition of this, the Department of Justice routinely incorporates accessible purchasing policy clauses in settlement agreements. A policy that achieves results necessitates careful planning, assessing vendor capabilities, understanding the nontechnical legal standard for defining when an accommodation or modification is accessible, and establishing vendor relationships that yield real improvements in accessibility. We will describe how it can be accomplished. Access Technologies / Offered in the Hands-on Technology Lab; Audience: All

#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

#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 47

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

#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

#3.8 Creating a Student-Run Disability Identity Collective Kate Gallagher, Macalester College Room: 304-306 As a disabled college student I found it disempowering that there were no groups on campus in which disabled students could congregate around shared identity like many others could. This presentation will give the history and structure of identity collectives, the formation of the Disability, Chronic Pain, and Chronic Illness Collective, and the student testimonies about the benefits of the group. Disability Studies; Program Innovation/Campus Collaborations; Audience: All

#3.9 Blue Pathways: An Adaptable Group Program for Students on the Autism Spectrum Stephen Loynaz, Florida International University Mercedes Bryant, Florida International University Room: Grand Ballroom 3 Nationwide there is an increase of students on the Autism Spectrum attending colleges and universities. As a result, the need for effective programming to assist this unique population of students is in demand. During this session, we will discuss Florida International University’s “Blue Panthers Group,” a free, effective life and coping skills group for students on the Autism Spectrum. DS Management; Audience: All

#3.10 Innovative Multimedia Design for Curriculum Accessibility Beth Jamison, Grand Canyon University Dave Basham, Grand Canyon University Room: 201-202 48

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) Elisa Laird-Metke, Samuel Merritt University Craig Elliott II, Samuel Merritt University Room: Grand Ballroom 8 The office serving students with disabilities remains largely walled-off from other campus departments, perpetuating campus barriers. This dynamic workshop will use a Community Organizing framework to address how to create the structural conditions to enable campus offices to break down silos, consider issues of access for students with disabilities in decision- making, and centralize the role of disability support in student learning. Universal Design; Campus Outreach; Audience: All

#3.12 Make it Memorable: Fostering an Equivalent Experience For Deaf Individuals On Your College Campus Diana Kautzky, Deaf Services Unlimited Room: 302-303 The college experience is more than what happens within the walls of a classroom. Simply providing interpreters and captionists in the classroom is not an equivalent college experience for Deaf students. Learn strategies for fostering a Deaf-friendly environment where Deaf students, faculty, and visitors can become an active member of your campus’ community. pepnet 2; Audience: All

#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 49 50 51

Thursday, July 14, 2016

Thursday at a Glance

Poster Session I, Exhibit Hall 9 – 11 am

Concurrent Block 4 11 am - 12:30 pm

Lunch on your own 12:30 - 2 pm

Concurrent Block 5 2 - 3 pm

Concurrent Block 6 4 - 5:30 pm

International Reception (Invitation Only) 5:30 - 7 pm

Grand Ballroom Foyer

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. 52

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.

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.

PS-Th5 Using Work Life Balance to Improve Consulting Skills Deanna Arbuckle, University of Dayton Work-life balance is about managing the expectations between work and home without significant conflict. This balance can be active or passive, beneficial or harmful. If you are not addressing WLB, the negative implications can be seen in the quality of your work and relationships as well as physical and mental health. As DS professionals we need to address our WLB and may need to work with our student’s WLB.

PS-Th6 Reconsidering the Boundaries of Animals When Addressing Increasing Anxiety in College Students Laura Warde, Oklahoma State University Oklahoma State addresses increased student anxiety with an active therapy dog program, blurring the lines about where non-service animals are allowed on campus. The focus of this session is to describe problems encountered in OSU’s particular animal situation, explain how a large campus addressed these issues, and the result of moving toward a more inclusive space.

PS-Th7 Is your Disability Services office feeling stagnant? Twenty inspiring ideas for re- invigorating your disability environment Michelle Shaw, Florida Atlantic University Stuart Buckley, Florida Atlantic University Eileen Mathis, Florida Atlantic University Ingrid Jones, Florida Atlantic Universtiy It’s easy to get stuck in the same old routine when running your disability services office. Developing some new creative ideas into exciting initiatives can provide a deeper level of student engagement and can infuse 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. 53

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 federally-funded project which is in the process of developing an online suite of assessments related to career exploration, mental health, and substance abuse. The online suite includes web-based assessment instruments in American Sign Language (ASL) that will help to reduce access barriers to for individuals who had only been able in the past to take these assessments in English.

PS-Th9 STEM Signs Dictionary Project from NTID/DeafTEC Geoffrey S. Poor, National Technical Institute for the Deaf at Rochester Institute of Technology This presentation demonstrates the STEM Signs Dictionary Project. Information Technology and Lab Sciences terms, along with technical definitions and sentence level context, are presented online in both English text and ASL video. More disciplines’ dictionaries are being created. The website containing this resource will be available for participants to experience fully.

PS-Th10 Using Web Conferencing to Foster Inclusive Course Experiences for Deaf Students Elissa Weeden, Rochester Institute of Technology Kathryn Schmitz, Rochester Institute of Technology Web conferencing software can place all components of a class session on a single screen viewed by students in real-time and recorded for later, self-paced review. This study will focus on the implementation of web conferencing software in a mainstream, college course to explore its utilization by both hearing and deaf/hard of hearing students inside and outside of class sessions.

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.

PS-Th12 Making a Difference: Evaluating the Impact of Faculty Tutoring for Deaf Students Ann Hager, National Technical Institute for the Deaf at Rochester Institute of Technology Mark Pfuntner, National Technical Institute for the Deaf at Rochester Institute of Technology Postsecondary Deaf and hard of hearing students who mainstream into classes at the Rochester Institute of Technology are offered academic support through teams of discipline based faculty. This session will present data recently collected from 52 deaf students majoring in business to evaluate the significance of tutoring on academic success and the characteristics of effective tutors.

PS-Th13 Accommodations for Deaf and Hard of Hearing Students: Qualified Providers Tia Ivanko, pepnet 2 Shannon Aylesworth, pepnet 2 54

No discussion regarding hiring qualified service providers is complete without an understanding of the definition of “qualified” and the concept of “effective communication” for students who are deaf or hard of hearing. This poster will guide participants as they consider the process of hiring ASL interpreters or speech-to-text providers and the knowledge, skills, abilities, related work experiences, and certifications that comprise a qualified provider.

PS-Th14 Assistive Listening Devices Melanie Thornton, CURRENTS and pepnet 2 Interested in knowing more about assistive listening technology? How can technology be used to create the most beneficial listening environment? This poster and related materials provide a brief overview of how assistive listening devices, especially FM systems, may benefit deaf and hard of hearing individuals.

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 disabilities who need those accommodations in order to have full access. What constitutes reasonable? Reasonable for whom (student or institution)? This session will explore both the legal underpinnings and practical application of this critical element of our practice. AHEAD Start; Audience: Novice

#4.2 Online Accessibility: Best Practices from Those Who Have Been There, Done That Kelly Hermann, SUNY Empire State College Room: Grand Ballroom 4 Online courses have certainly been in the middle of the growth strategy on many college campuses in the past few years, especially with the advances in educational technology. This panel of disability service providers are veterans in online learning and here to share their experiences and advice with their colleagues who are looking to improve their approach to online accessibility. Access Technologies / Offered in the Hands-On Technology Lab; Audience: All

#4.3 Data Gathering, Research, and Reporting: Advancing the Mission of Disability Resources Tom Thompson, California State University-Fullerton Room: Grand Ballroom 3 Administrators in higher education have to learn to “speak the language” of upper level administrators, including providing “metrics and outcomes data.” This session will focus on proven tips for advancing your work through gathering data on students and services, working collaboratively with institutional research, and learning how to package and present your findings using update emails, short reports, fact sheets, and data gathered from departmental evaluations. Running a DS Office: It is YOUR Business! 55

Audience: Intermediate to Advanced

#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

#4.5 Psychiatric Disabilities: Evaluation of Self-Harm and Direct Threat for Postsecondary Institutions (AVC) Diego Demaya, Southwest ADA Center Room: Grand Ballroom 8 The 1990 ADA has not prevented discrimination against college students grappling with family, social and academic pressures that have caused a mental crisis such as severe anxiety or depression and attempted suicide. The 2008 ADA Amendments Act has forced OCR to shift its investigations to reject disciplinary action against students who threaten self-harm or harm to others. Campus administrators and police departments must now focus on support and accommodation of students undergoing a mental crisis to avoid liability and foster an inclusive educational environment. Diego will provide an update on Federal enforcement efforts and review best practices toward establishing a legally sustainable policy of inclusion while assuring the safety of students and faculty. He will also discuss strategies to meet state “clear and present danger” reporting obligations while assuring the privacy and well-being of students facing an emotional or psychiatric crisis. Legal Issues; 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 Ashley Holben, Mobility International USA 56

Teri Adams, Stanford University Reid Davenport, Stanford University Room: 302-303 After returning home from experiences abroad, students with disabilities are harnessing the story-telling power of video and film to show that international exchange is for everyone. In this session, we will screen several short videos documenting the stories and impact of students with diverse disabilities who have studied or volunteered internationally. Discussion on how disability professionals can become champions for access to international opportunities will follow. Program Innovation/Campus Collaborations Audience: All

#4.8 Fostering Student Self-Determination and Enhancing Learning through Coaching Christina Fabrey, Green Mountain College Jodi Sleeper-Triplett, JST Coaching, LLC Room: Grand Ballroom 2 Often students with disabilities are not provided opportunities 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 skills to enhance self-determination and foster efficient, resilient learners. DS Management; 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 three-pronged 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 57

#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 Johns Hopkins University approached these questions. Access Technologies; Program Innovations/Campus Collaborations; Audience: All

#4.12 Post Production Captioning- One University’s Model for Success Kate Skarda Lewandowski, University of Wisconsin- Madison 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: Expectations about roles, responsibilities, and funding Determining post-production captioning workflow 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

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&L6 Web Accessibility: Converting PDFs to WCAG 2.0 Compliant HTML Patrick McGovern, Onix Room: Grand Ballroom 1 In this workshop we will share best practices for web accessibility from a variety of universities and review various strategies and use cases for converting and publishing PDF documents to 58

WCAG compliant HTML. Attendees will learn how the Equidox tool can streamline processes to enhance disability services management and ensure online course accessibility.

L&L7 Writing for the AHEAD Journal of Postsecondary Education and Disability Roger Wessel, Executive Editor, Journal of Postsecondary Education and Disability (JPED) Room: 203-205 Researchers and practitioners in the disability, technology, 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.

L&L9 Bringing Mentees and Mentors together in a National Mentoring Network Jamboor K. Vishwanatha, National Research Mentoring Network Room: Grand Ballroom 3 The session will inform participants of the importance of engaging in mentorship and networking. Additionally, participants will receive information about the National Research Mentoring Network (NRMN), which is a network that provides all trainees across the biomedical, behavioral, clinical and social sciences with evidence-based mentorship, networking and professional development.

L&L10 Clockwork for Student Services George Melendy, Microscience Learning 4 All Room: Grand Ballroom 7 Clockwork Enterprise Solutions is a comprehensive management system for disability service offices. Clockwork provides a single solution to supporting the complex coordination and record-keeping needs of disability resource offices in postsecondary environments throughout the United States and Canada. Learn how counselors and administrators can streamline management of Disability Services Departments and accelerate productivity through this simple but powerful application.

Concurrent Block 5 Thursday July 14 2 - 3 pm (60 minutes)

#5.1 Making Data Meaningful Linda Sullivan, Harvard University Room: Grand Ballroom 1 Quantitative, qualitative, surveys, utilization, projections… we are a field that is full of data and its application. In this session we will explore the many uses of data in a disability resource 59 office including how to get started, where to collect it, and how to use it in your daily work. A Ph.D. is not required to create data-driven practices! AHEAD Start; Audience: Novice

#5.2 New Universal Design Approaches and Technologies for Web Accessibility Marc Zablatsky, Ai Squared David Young, Ai Squared Room: Grand Ballroom 4 The goal of this session is to arm educational institutions with practical steps they can take to implement more universal design strategies and technologies. Though this is intended as a general discussion on universal and inclusive design, we will draw primarily from examples related to web accessibility. This session will be delivered in a lecture / presentation style, with multiple opportunities for group participation. Access Technologies / Offered in the Hands-on Technology Lab; Audience: Intermediate

#5.3 Developing a Team that Works: Applying the Situational Leadership Model In A Disability Services Office Grace Moskola, Rollins College Room: Grand Ballroom 2 A leader’s role in staff development is crucial to the overall success of a disability services office; however, with varying levels of experience, competence, and commitment of individuals, forming a cohesive team can sometimes feel like trying to herd cats. The Hersey-Blanchard model of Situational Leadership will be used to guide the discussion on how leaders can transform the varying levels of 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

#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 Parents are often negatively labeled “helicopter parents” for being too involved in their children’s college experience. This confuses them since parental involvement is encouraged through the K-12 system as a best practice. Partnering with parents can provide valuable information to the skilled disability service provider. In this presentation, we will explore how to engage parents as partners while students transition to independence.

#5.5 Determining Clinical Accommodations in Health Science Programs: Upholding Standards While Creating Equal Access (AVC) Lisa Meeks, University of California, San Francisco Elisa Laird-Metke, Samuel Merritt University Room: Grand Ballroom 9 & 10 In this session, we will explore the interactive process when determining reasonable accommodations in the clinical environment. Disability service providers will leave the session with a greater understanding of the process for determining and implementing clinical accommodations and how to identify when a potential accommodation compromises patient 60 safety or challenges technical standards. Participants will work through complex accommodation requests to solidify the concepts presented. DS Management; Audience: All

#5.6 An Overview of Current Processes for Addressing Accessibility in Classrooms Don Merritt, University of Central Florida Pam Rea, University of Central Florida Room: 304-306 Through collaboration across units, the University of Central Florida has begun addressing accessibility in classrooms more thoroughly than in the past. In this session, we will present what is being addressed, how and by whom, and the challenges still present in physical spaces. Program Innovation/Campus Collaborations Audience: All

#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

#5.8 Collaborating with Career Services Tracey Forman, Texas A&M University Room: 203-205 Disability Services and Career Centers are seeing an increase in the number of contacts by potential employers looking for ways to target their recruitment efforts towards students with disabilities. Join us for a summary of what is driving this trend and a review of examples, programs, initiatives, strategies that can be coordinated with Career Services to help improve career opportunities for student with disabilities. Transition/Career; Audience: Novice

#5.9 A Model for Change: Building Partnerships to Develop Math Accessibility Guidelines Candida Darling, Salt Lake Community College Paula Michniewicz, Salt Lake Community College Shawna Haider, Salt Lake Community College Room: 302-303 Driving college-wide change for accessibility is a huge task. At Salt Lake Community College, the Disability Resource Center, Mathematics Department, and Center for eLearning worked together to develop the math department’s accessibility guidelines using the principles of universal design for learning. Our collaborative approach has helped change attitudes towards accessibility among faculty in the mathematics department and provided a model for additional work across the college, for both online and face-to-face classes. Topics include: strategies for driving college-wide change, faculty and instructional design perspectives, and impact on faculty attitudes. 61

Program Innovation/Campus Collaborations 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 Warriors, Particularly Those with PTSD and TBI Lauren Sebel, Austin Community College Room: Grand Ballroom 7 This workshop will focus on what student veterans face as they transition from soldier to student. Presentation includes information on common disabilities veterans face, with a focus on PTSD and TBI, typical classroom effects and accommodations, advising strategies, and improvements campuses can make to better serve this population of wounded warriors. DS Management; Audience: All

#5.12 Strategies for Preparing Deaf Students and Interpreters for Study Abroad Opportunities Barbara Borich, University of Arizona Jana Swenson, Freelance Interpreter Room: 206 This presentation will give disability resource staff strategies for preparing deaf student and interpreters for study abroad and other distant interpreting assignments. For example, how do the students and the interpreter(s) balance near constant curricular and social communication needs with the need for rest and down time? Presenters will highlight their own international experiences, share resources and strategies, and facilitate a discussion regarding lengthy off- campus interpreting assignments. pepnet 2; Audience: Intermediate/Advanced

#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 62

Concurrent Block 6 Thursday, July 14 4 - 5:30 pm (90 minutes)

#6.1 Illuminating the Options: Data Management Tools for Improving Service Delivery and Office Operations Heidi Scher, University of Arkansas Jamie Axelrod, Northern Arizona University Reed Claiborne, University of Arkansas at Little Rock Room: Grand Ballroom 3 Are you staggering under all the paperwork related to the accommodations process and searching for a better way? Our panel will include disability resource professionals from several universities who grappled with these same issues. Each of our offices has adopted the use of a different database specifically designed for DR/S offices, including Accessible Information Management (AIM), ClockWork, and an internally developed system. We will discuss our processes for determining which system provided the best fit for our offices and our implementation processes, along with pros and cons of systems we selected. AHEAD Start; Audience: Novice

#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 Room: 309-310 Routines or habits rule our daily work—faculty habits in teaching, students’ habits in studying, DS center habits in conducting business, relating to students, and thinking about disability. This session will explore current thinking about how to change habits and the accompanying need to acknowledge grief or regret as we change both individually and organizationally. Running a DS Office: It is YOUR Business! Audience: Intermediate to Advanced

#6.4 The Legal Year in Review (AVC) Jo Anne Simon, Attorney Paul Grossman, Hastings College of the Law; Retired Chief Regional Attorney, OCR, San Francisco Room: Grand Ballroom 9 & 10 Every year is active in the Federal and state courts. Our esteemed and knowledgeable colleagues will analyze key illustrative cases and decisions in 2015 that have potential impact on college students and campus policies, practices, and environments. Legal Aspects; Audience: All 63

#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

#6.6 Beyond Accommodations: Creating Proactive Inclusion In High-Impact Courses Abigail Katz, UC Santa Cruz Room: 206 This session presents the development, implementation, long-term goals, and reflections of the Inclusive Core Pilot Program (ICPP), a campus collaboration between the disability service office and the residential colleges at UC Santa Cruz to achieve greater inclusion for students with disabilities in first-year composition courses. ICPP offers a model, tailorable to various institutional circumstances, that utilizes strategic, data-driven initiatives to support success. Research and Data; 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 inclusive education for those who are blind. Join us for an overview of our program and gain the tools you need to go beyond compliance back on your campus! Program Innovation/Campus Collaborations Audience: All 64

#6.9 Is This Person Ready to Be a College Student? (AVC) Jane Thierfeld Brown, Yale University Laura Ackles, Rochester Institute of Technology Room: Grand Ballroom 8 Every day in disability services we see students who are underprepared, unmotivated, and not ready for 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

#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 65

#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

2016 Keynote Speaker: Tommy Edison, “The Blind Film Critic” Visit accessinghigherground.org for full details. 66 67 68

Friday, July 15, 2016

Friday at a Glance

Poster Session II, Exhibit Hall 9 - 10:30 am

Concurrent Block 7 10:30 - 11:45 am

Awards Luncheon Noon - 2:15 pm

Concurrent Block 8 2:30 - 5 pm

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. 69

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.

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.

PS-F7 Ball State’s Faculty Mentorship Program: A Decade of Success for SWDs Jennifer Desmond, Ball State University Ball State’s Faculty Mentorship Program, a collaboration between Disability Services and faculty members, has for ten years connected new SWDs with faculty members in the student’s chosen major. The faculty 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 70

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 ensures accessibility of intensely scientific terminology by managing the requisite speed levels, realtime mathematical and symbolic representations, and cutting edge topic of deixis. Please join University of Wisconsin-Madison at a poster session as we explore the best practices of captioning for STEM courses.

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.

PS-F12 Planning Proactively for Deaf or Hard of Hearing Students Cindy Camp, pepnet 2 As more and more deaf and hard of hearing students take advantage of the wide range of postsecondary options, institutions may find themselves unprepared for ensuring campus-wide access. This poster supports a proactive approach for developing clear and effective policies, as well as timelines, related to service requests, accessible media purchase and use, major campus activities (such as graduation), and grievance procedures.

PS-F13 Deaf and Hard of Hearing Individuals in Medical and Allied Health Fields Marcia Kolvitz, pepnet 2 Marcie Johnson, Portland, Oregon As the number of deaf and hard of hearing students enrolled in medical and allied health programs continues to increase, so do questions about their ability to meet program technical standards and the use of accommodations during clinical experiences. This poster and related materials provide resources to challenge myths and address barriers to success in these programs.

PS-F14 Trending Now: Dual Services Shannon Aylesworth, pepnet 2 71

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.

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 inclusion. Led jointly by disability service staff and legal counsel from the University of Arizona, this session will engage participants in discussion to identify opportunities to work collaboratively with their university counsel and identify strategies to ensure campus access proactively. AHEAD Start; Audience: All

#7.2 Streamlining Processes in Demand-Driven Alternative Text Services Kimboo York, Florida State University Room: Grand Ballroom 4 Alternative text services require large amounts of time and effort to meet growing demand. This presentation provides a look under the hood of a large-scale alt-text unit to show how a process management approach reduces time, effort, and expenditure. Topics include: procedures, tracking requests, training staff/volunteers, reducing turnaround time, and best tools (equipment, software, and services). Access Technologies / Offered in Hands-on Technology Lab; Audience: All

#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

#7.4 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 72

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

#7.5 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

#7.6 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

#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 73

#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 74

#7.12 Resources for Teachers, Students, Parents, Counselors, and Employers for Improving Access to STEM Education and Employment for Deaf and Hard-of- 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

Concurrent Block 8 Friday July 15 2:30 - 5 pm (2.5 hours)

#8.1 Empower Yourself so You Can Empower Students Lance Alexis, Middle Tennessee State University Ann Knettler-Smith, Drexel University Room: Grand Ballroom 1 Disability services professionals can gain a sense of empowerment through applying tenets of the profession, i.e., social model, independent living, and environmental access. These concepts will be outlined with a focus on disability services providers becoming well-rounded educators, community builders, disability rights advocates, and higher education professionals. This understanding and application creates a climate that encourages student independence and associated self-empowerment. AHEAD Start; Audience: Novice

#8.2 Accessible Online Education in the Largest Postsecondary System in the World Jayme Johnson, CCC OEI - FHDA CCD Room: Grand Ballroom 4 The Online Education Initiative is an ambitious effort to increase the success of students in online education, especially traditionally under-represented students such as those with disabilities. Accessibility of online information and technology is receiving unprecedented support and commitment as the issue affects more colleges every day. This is an overview of the initiative and lessons learned so far for making online education accessible. Access Technologies / Offered in the Hands-on 75

Technology Lab; Audience: All

#8.3 Seven Keys for Successfully Supervising Employees Karen Pettus, University of South Carolina 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

#8.4 Understanding Accessible Video and PDF for Your Customer-Facing Website Gian Wild, Accessibility Oz Room: 203-205 Of all the various web accessibility issues, videos and PDFs must be some of the hardest, costliest, and most time-consuming to make accessible. The presenter will discuss the accessibility problems inherent in these formats and provide systematic steps to make them accessible to all. Access Technologies; Audience: All

#8.5 (2:30-3:30) Campus Navigation Technology for Wayfinding Independence – There’s a Customizable iOS-based App for That! Margaret Camp, Clemson University April Beckwith, Clemson University Sydney E. Paul, Clemson University Kyle C. Brennan, Clemson University Room: 201-202 As campuses grow and develop outward and upward, accessibility and ease of navigation become important concerns for all students and can present significant barriers to independence for students with disabilities. Students with visual impairments can be particularly challenged when attempting to navigate large campuses. Students in an advanced Computer Science iOS-app development course at Clemson University developed a customizable app to support campus navigation with heightened independence and self- confidence. Using affordable, wireless Bluetooth Estimote beacons paired with verbal recordings, the app provides micro location information and contextual awareness cues without the need for GPS involvement. We will discuss the project’s goals, development, and outcomes and generalizability to other campuses and many types of access barriers. Program Innovation/Campus Collaborations Audience: All

#8.5 (3:45-4:45) Campus “Word Maps” Orientation Information for Blind/Visually Impaired: A Non- Technical 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 wayfinding. 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 76 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

#8.6 Practical Ways to Handle Next Generatation Accommodation Requests: From Documentation to Fundamental Alteration (AVC) L. Scott Lissner, The Ohio State University Laura Rothstein, University of Louisville Room: Grand Ballroom 9 & 10 The courts, advocates, and others have been active in addressing a range of evolving next generation issues for colleges and students with disabilities. Two experts with extensive experience share their approaches to proactive ways to respond to current campus issues in light of what the courts, enforcement agencies, and advocates are likely to do. Legal Aspects; Audience: All

#8.7 New Changes at Educational Testing Services: From the Department of Justice technical assistance to online registration Nora Pollard, Educational Testing Service Loring Brinckerhoff, Educational Testing Service Morgan Murray, Educational Testing Service 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

#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. Program Innovation/Campus Collaborations Audience: All

#8.9 An Interdisciplinary Approach to Providing Support Services for Students with Autism: Collaborating for Success Nicole Birri, University of Cincinnati Christina Carnahan, University of Cincinnati Matthew Sauer, University of Cincinnati 77

Kourtney Bakalyar, Western Michigan University Jayne Fraley, Western Michigan University Room: Grand Ballroom 7 This session will cover the collaborative process between disability service offices, a school of education, and various on-campus academic support programs to provide comprehensive services to students with Autism (ASD). Presenters will review the process of program development and the integration of partnering academic support programs. There will be a focus around barriers, recruitment and retention strategies. DS Management; Audience: All

#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

#8.10 (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

#8.11 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

#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 78

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

#8.13 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 79

Advertisement: Delta Pi Honor Society Celebrating 10 Years with AHEAD 80

Over 110 Chapters! www.deltaalphapihonorsociety.org

Visit us in the Exhibit Hall Booth 67

Advertisement: Interested in volunteering at the 2017 Conference in Orlando, Florida? Email [email protected] for more information.

Saturday, July 16, 2016

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 81

Presenter Directory 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

A Laurie Ackles, Rochester Institute of Technology- 6.9, Teri Adams, Stanford University- 4.7 Lance Alexis, Middle Tennessee State University- 1.5, 8.1 Dan Altschul, US Department of Education, Office for Civil Rights- 1.4, 7.4 Katherine Aquino, Seton Hall University- PS-F Deanna Arbuckle, University of Dayton- 1.2, PS-Th Jean Ashmore, Rice University Emerita- PC14, LL4, PS-F Bea Awoniyi, Santa Fe College, 1.5 Jamie Axelrod, Northern Arizona University- 6.1, PC2 Corey Axelrod, Communication Services for the Deaf- PC15 Shannon Aylesworth, pepnet 2- 2.12, PS-Th, PS-F B Chris Baca, University of New Mexico- PS-F Kourtney Bakalyar, Western Michigan University- 8.9 Manju Banerjee, Landmark College- 1.1 Rhonda Basha, Office of Disability Employment Policy, U.S. Department of Labor- 1.11 Dave Basham, Grand Canyon University- 3.10 Alaina Beaver, CU-Boulder, OIT- 4.10 April Beckwith, Clemson University- 8.5 Terra Beethe, Bellevue University- 1.3 Christa Bialka, Villanova University- 6.11 Nicole Birri, University of Cincinnati- 8.9 Barbara Borich, University of Arizona- 5.12 Joanna Boval, University of California, San Diego- 1.9 Irene Bowen, ADA One, LLC- PC12, PC16, 2.4, 7.4 Molly Boyle, Think College at UMass Boston- 2.5 Kelli Bradley, The University of Texas at Austin- 2.10 Kyle Brennan, Clemson University- 8.5 Loring Brinckerhoff, Educational Testing Service- 8.7 Caryn Broome, CMB Reporting Services- 6.12 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 82

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 Lauren Copeland-Glenn, Northern Arizona University- 2.2 Kathy Cortopassi, Voice to Print Captioning- 6.12 Clint Covington, Microsoft Engineering Team- 6.5 Jennifer Coyle, pepnet 2- PS-Th Adam Crawford, The Ohio State University- 1.9 Lyla Crawford, DO-IT, University of Washington- PS-Th, PS-F Stacey Cunnington, The College Diabetes Network- LL3 D Bryan Dallas, Northern Illinois University- 7.8 Candida Darling, Salt Lake Community College- 5.9 Reid Davenport, Stanford University (MFA student)- 4.7 Becky Davidson, University of Nebraska, Kearney- 1.13 Kyle DeCarlo, John Hopkins University- 6.13 Elizabeth Delfs, Pearson, Inc.- 3.2 Diego Demaya, Southwest ADA Center- 4.5 Jennifer Desmond, Ball State University- PS-F Gaeir Dietrich, California Community College System, High Tech Center Training Unit (HTCTU)- PC9 T.J. DiGrazia, PostCAP, LLC- 6.2 Kim Doran, The Ohio State University- 8.8 Jen Dugger, Portland State University- 1.1, 6.8 Joyce Dworsky, Vital Signs, LLC- 1.13 E Wade Edwards, Longwood University- 3.7 Craig Elliott II, Samuel Merritt University- 3.11 Barbara Ellis, University of Houston- Clear Lake- 7.11 Kate Ervin, TypeWell, 1.13, 6.12 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 83

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 H Ann Hager, National Technical Institute for the Deaf at Rochester Institute of Technology- PS- Th Shawna Haider, Salt Lake Community College- 5.9 Barb Hammer, University of Missouri- 7.3 Wendy Harbour, AHEAD- 2.1, LL8 Jewls Harris, Portland State University- 6.8 Elizabeth Harrison, University of Dayton- PC10, 6.3 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 Ashley Holben, Mobility International USA- 4.7 Kerri Holfterty, Whatcom Community College- 8.13 Russ Holland, Anirondack AccessAbility Inc.- PC18 Heather Holmes, pepnet 2- 5.13 Leslie Hussey, Austin Community College- 1.12 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 Center- 6.6 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 Brian Klass, John Hopkins University- 4.11 Ann Knettler-Smith, Drexel University- PC14, 8.1, LL4, PS-F William Knight, Ball State University- PS-Th Marcia Kolvitz, pepnet 2- PS-F Caroline Koo, Austin Community College- 1.12 84

Amanda Kraus, University of Arizona-, 3.4, 6.7, 7.1 Scott Kupferman, University of Colorado, 7.6 L Elisa Laird-Metke, Samuel Merritt University- 1.1, 3.11, 5.5 Donna Lange, National Technical Institute for the Deaf at Rochester Institute of Technology- 7.12, PS-F Chris Lanterman, Northern Arizona University- 2.2 Anne Leopold, JBS International- 2.9 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 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 O 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 85

P 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 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 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 86

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 Patricia Tesar, Gallaudet University- 8.11 Jane Thierfeld Brown, Yale University- 4.6, 6.9 Tom Thompson, California State University, Fullerton- 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 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 Marc, Zablatsky, Ai Squared- 5.2 Shehzaad Zaman, Physician- 6.13 Kara Zirkle, George Mason University- PC5, PC8, 5.10 Presenter Index 87 88

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. 89

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. 90

Exhibitor Directory

Conference Sponsors: Alternative Communication Services, LLC #27 211 E Prairie Ave Lombard, IL 60148 Phone: 800 335-0911 www.acscaptions.com Alternative Communication Services, LLC provides communication text solutions for students who are deaf or hard of hearing in higher education. We not only provide CART, remote CART, captioning and Text Interpreting (C-Print &TypeWell) for schools, we provide technical support, training and education to everyone involved in the process. Let us show you why we are the alternative!

Hamilton CapTel #29 1001 12th Street Aurora, NE 68818 Phone: 402-694-5101 Mitchell Levy [email protected] Dedicated to delivering innovative solutions that make phone conversations simple and accessible for individuals with hearing loss, Hamilton CapTel® makes it possible to listen while reading word-for-word captions of everything said to a user on the phone. Available on CapTel phones, PC/Mac, Smartphones, Tablets - and now on Cisco business phones! www.hamiltontel.com

Microscience Learning 4 All USA Inc. #25 1835 Hallandale Beach Blvd, Suite 9349 Hallandale, FL 33009 Phone: 800-290-6563 Barouch Chai [email protected] 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.

Onix #11 18519 Detroit Ave Lakewood, OH 44107 Phone: 216-767-5730 Patrick McGovern www.onixnet.com Onix, a longtime premier Google partner and Top 50 cloud solutions company, has developed an accessibility solution called Equidox. Equidox is a tool that simplifies the process of 91 discovering, converting, and publishing PDF documents to WCAG 2.0 AA compliant HTML. Equidox automates the conversion process, and saves universities 60% of the time currently spent on manual conversion of PDFs. Instructional designers are able to convert online course content to accessible HTML 5 and export this HTML into a CMS or LMS. The UI is easy to learn and use, and licensing can be purchased annually or on a monthly subscription basis. To learn more about Equidox and a free 14 day trial, visit our booth, or contact Patrick McGovern at 800-664-9638 ext. 5730 or email [email protected].

Sonocent LLC #1 4500 140th Ave N Ste 101 Clearwater, FL 33762 Phone: 202-657-4332 Dave Tucker [email protected] Sonocent develops software that enables students with learning disabilities to create their own notes. Instead of writing notes, students record classes and highlight key parts with color. Sonocent Audio Notetaker combines color, audio, text, images and presentation slides all into a single workspace. Available for iOS, PC and Mac. www.sonocent.com

Strada Communications #64 605 Main Street # 4727 Vancouver, WA 98660 Phone: 866-758-0194 Chanel Corlascio [email protected] 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 | 866-758-0194 | [email protected].

TypeWell #15 PO Box 221 Patagonia, AZ 85624 Phone: 844-897-3935 Jane Fedorchuk [email protected] 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

2016 Exhibitors: 3Play Media #2 125 CambridgePark Drive #402 Cambridge, MA 02140 92

Phone: 617-764-5189 Lily Bond [email protected] 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 [email protected] 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 1100 Hst NW Unit 440 Washington, DC 20005 Phone: 571-730-4330 Brad Leon [email protected] “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

AccessText Network #36 512 Means St. NW, Suite 250 Atlanta, GA 30318 Phone: 866-271-4968 Dawn Evans [email protected] 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 93

130 Taconic Business Park Road Manchester Center, VT 05255 Phone: 802-362-3612 Scott Moore [email protected] 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 hands-on 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 [email protected] 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 800-223-1839 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 [email protected] 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 94

BAUM USA, Inc. #7 13 Branch Street, Suite 205 Methum, MA 01844 Phone: 855-620-7985 ext. 407 Roger Steinberg [email protected] 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.

Beacon College #17 105 East Main Street Leesburg, FL 34748 Phone: 352-552-1112 Sheryl Nichols [email protected] 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 #28 635 N. Barnhill Dr. MS 207 Indianapolis, IN 46202 Phone: 317-274-5584 Cathy Will [email protected] 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

CaptionAccess #62 419 Newcastle Drive Cary, IL 60013 Phone:847-986-9330 Bill Graham [email protected] 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 95 classes, webcastsand teleconferences, and captioning and transcription for pre-recorded media. We also offer video remote interpreting (VRI) services. www.captionaccess.com

Center for Accessible Materials Innovation (CAMI) #54 512 Means St. Suite 250 Atlanta, GA 30318 Phone: 404-894-7808 Laina Pond [email protected] 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 Lancashire House, 24 Winckley Square, Preston, Lancashire, PR1 3JJ, UK Phone: +44 1772 977888 Dave Stevens [email protected] 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

ClosedCaption Maker #59 1955 Kensington Street Harrisburg PA 17104 Phone: 717 695-7981 [email protected] 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

The College Diabetes Network #69 50 Milk St, 16th Floor Boston, MA 02109 Phone: 978-505-5012 Emily Ike [email protected] 96

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 [email protected] 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 [email protected] 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 [email protected] 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 97

Delta Alpha Pi International Honor Society #67 5540 Montauk Lane Bethlehem, PA 18017-8909 Phone: 610-392-1565 Edith F. Miller [email protected] 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

Disability Access Information and Support (DAIS) #13 2938 Northwest Blvd Columbus, OH 43221 Phone: 614-488-5681 Jane Jarrow [email protected] 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 [email protected] 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 #4 606 W. Sharp Spokane, WH 99201 Phone: 509-328-9331 Lyla Crawford [email protected] DO-IT serves to increase the success of individuals with disabilities in college and careers. This year, the exhibit features materials from the AccessComputing and AccessEngineering projects. These projects engage faculty and students nationwide in efforts to make computing and engineering content accessible to all students. www.washington.edu/doit/ 98

ETS #55 660 Rosedale Road Princeton, NJ 08541 Phone: 609-683-2657 Grace Espeut [email protected] 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 [email protected] 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 Washington DC 20002 Phone: 202-651-5050 Sheri Cook [email protected] Gallaudet University, federally chartered in 1864, is a bilingual, diverse, multicultural institution of higher education that ensures the intellectual and professional advancement of deaf and hard of hearing individuals through American Sign Language and English. Gallaudet maintains a proud tradition of research and scholarly activity and prepares its graduates for career opportunities in a highly competitive, technological, and rapidly changing world. http://www.gallaudet.edu

Harris Communications #32 15155 Technology Dr. Eden Prairie, MN 55344 Phone: 800-825-6758 Jeanna Jafolla [email protected] 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 99 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 1750 SW Third Street, Suite C Corvallis, OR 97333 Phone: 888-308-0059 ext. 104 John Taylor [email protected] Irie-AT is the leading independent distributor of assistive technology in the United States and is your one-stop shop offering a full line of video magnifiers, Braille embossers, blind and low vision software, and more. At Irie-AT we support all products directly from our US office for quick and exceptional service. www.irie-at.com

Kurzweil Education #24 1840 E River Road, Suite 320 Tucson, AZ 85718 Phone: 508-315-600 ext. 636 Will Skeels [email protected] 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

Landmark College #31 19 River Road South Putney, VT 05346 Phone: 802-387-6718 Sydney Ruff [email protected] Landmark College was the first institution of higher learning to pioneer college-level studies for students with dyslexia. Today, Landmark offers two- and four-year 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 Indianapolis, IN 46256 Phone: 317-491-5051 Kris Parmelee mylectioapp@@gmail.com 100

Lectio is a new assistive technology designed for individuals with a language-related learning disability. Specifically, Lectio is a spot reader for students who have moved from learning to read to reading to learn. Lectio allows the user to self-select text and have it read aloud—no internet connection needed!

MatchWare Inc. #19 311 S. Brevard Tampa, FL 33606 Phone: 813-254-6644 Richard Ranieri [email protected] 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

National Braille Press #65 88 St. Stephen Street Boston, MA 02115 Phone: 617-425-2422 Whitney Mooney [email protected] 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 [email protected] 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 [email protected] 101

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 [email protected] 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 [email protected] 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 [email protected] 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

Purple Communications Inc. #9 595 Menlo Dr. Rocklin, CA 95765 Phone: 646-844-0441 Michael Sorace 102

[email protected] 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 [email protected] 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 [email protected] 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 UbiDuo 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 [email protected] 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 103

Symplicity Corporation #16 1560 Wilson Blvd. St.550 Arlington, VA 22209 Phone: 703-351-0200 Andrew Keenan [email protected] 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

T-Base Communications #6 885 Meadowlands Drive East, Suite 401 Ottawa, Ontario K2C 3N2 Phone: 613-236-0866 ext. 1229 Jeff Jullion [email protected] 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. 1-800-563-0668. www.tbase.com

Texthelp #26 600 Unicorn Park Drive Woburn, MA 01801 Phone: 888-248-0652 Jon McPeters [email protected] 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 [email protected] 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. 104

U.S. Census Bureau #33 4600 Silver Hill Road Suitland, MD 20746 Phone: 630-453-0752 Ileana Serrano [email protected] 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 [email protected] 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.

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 [email protected] 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 [email protected] 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 105 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 106

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: Keep the Conference Attendance Form (following page) with you throughout the conference and record the sessions you attend. Instructional hours for each qualifying session: Collect verification signatures after each session attended from the moderator, presenter, Conference Committee member, or AHEAD staff. 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. 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.

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 107

ATTENDANCE FORM: AHEAD 2016 / Indianapolis  Check box to Return to: Jane Johnston; 107 Commerce Centre Drive, Suite 204; request a Huntersville, North Carolina 28078; FAX: 704.948.7779 FREE CRCC verification form Print Your Name: print clearly, please AND/OR

Mailing Address:  Check box for a general certificate of

Session Verification Session Title Date Hours ID# 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: ______108

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 1-800-589-6004 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: 317-487-7777 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 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 109

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/ University Retail Pharmacy 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: 317-334-1413 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 800-273-TALK 110

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 800-551-4879 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 800-336-1147 http://www.accessyourlife.com/home.html

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

Join us next year in Orlando, Florida! pepnet 2 is funded by the Research Practice Division, Office of Special Education Programs, and the U.S. Department of Education via Cooperative Agreement #H326D110003