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AUCD - Poster Symposium: Inclusive Higher Education

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Monday, November 6, 2017 2:00 PM - 3:00 PM

Location: Grand Ballroom Central Salon


Presenters

Understanding the Impact of Transition Planning Toward Postsecondary Outcomes for Young Adults with Disabilities Across National, State, and Local Levels
Caroline Arakelian, PhD, , New Hampshire LEND Program
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This dissertation presentation focuses on what factors might contribute to postsecondary employment and education outcomes for students across all twelve disability categories delineated by special education. The project explored national data from the NLTS2, New Hampshire state-level information, and qualitative data obtained by interviewing educators and former students from two high schools in southern New Hampshire.

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Social Network Comparison of College Students with Intellectual Disabilities and Their Undergraduate Peers
Samantha Leonard, Human Services, , Center for Disabilities Studies, UCEDD/LEND
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This poster examines differences in social networks between college students with intellectual disabilities and their undergraduate peers. The intent is to suggest ways to enhance student social networks of individuals with intellectual disabilities and evaluate program impacts on social networks.

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Building Self-Determination Skills in Post-Secondary Education
Diane Thorkildson, MPH, Ms., Nevada Center for Excellence in Disabilities, UCEDD/LEND
Rachel Blinn, MSW, Self-Advocate, Trainee, Reno, NV, United States, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Eric Albers, Ph.D., Reno, NV, United States, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Mary Bryant, BA, Parent Advocate, P2I Program Coordinator, Reno, NV, United States, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
Riley Fitzgerald, BA, Reno, NV, United States, NV - Nevada Center for Excellence in Disabilities, UCEDD/LEND;
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A NvLEND trainee, who was also a self-advocate and a MSW student, in partnership with the Nevada's UCED and its Path to Independence Program, prepared and taught a 16-week evidence-based self-determination course (Steps to Self-determination) and measured improvement in the self-determination skills of the Path to Independence students. Pre- test assessments scales (curriculum based and ARC scale) provided baselines of students' self-determination and post-tests evaluated course efficacy.

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UDL Implementation: The Journey of One Middle School
Amy Brown, M.Ed., Instructional Coach, Center for Disabilities Studies, UCEDD/LEND
Megan Conway, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD/LEND;
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This session will discuss an investigation that involves the journey of one middle school, designated as a "focus school" by the State's Department of Education, to the implementation of Universal Design for Learning. You will ride along and gain information about our timeline, coaching sessions and evaluation tools.We will examine the outcomes, milestones, potholes and map for the future.

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Inclusive Higher Education
Arlene Kanter, J.D., LL.M., , Syracuse University
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This presentation will discuss the importance of including disability in diversity conversations and initiatives in higher education.


Recent National Data on Inclusive Higher Education for Students with Intellectual Disability
Cate Weir, MEd, Program Director, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Debra Hart, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

Think College, the National Coordinating Center for the US Department of Education funded Transition and Postsecondary Education Programs for Students with Intellectual Disability (TPSID) programs will share findings from its recent evaluation of 44 TPSID programs located at US colleges and universities in 2015-16 as well as trend data over 6 years related to inclusive course access, career development, campus membership, credential attainment and employment outcomes at these programs.

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Taking the Time: The Next Step to Adult Life
Wanda Routier, Ed.D., Assistant Professor, Concordia University Wisconsin
Carol Burns, MA, Bethesda College at Concordia University, Mequon, WI, United States;

This poster presents three years of data from Bethesda College, a two-year certificate program for students with significant disabilities. The three-step learning process has Step One as high school transition; Step Two as college programs like Bethesda College; and Step Three as continued education or career employment. This poster discusses Step Two as taking time to prepare for adult life, and its impact on outcomes in Step Three.

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The Cutting Edge: Implementing a College Preparation Program for High School Students with Disabilities at the University of Delaware
Brian Freedman, PhD, Associate Director, Center for Disabilities Studies, UCEDD/LEND
Wes Garton, M.S. , Newark , DE, United States, DE - Center for Disabilities Studies, UCEDD/LEND;
Lee Plenn, M.Ed., formerly employed at UD, Glassboro, NJ, United States;

Edge Extension is a 5-week inclusive summer pre-college program at the University of Delaware for high school students with disabilities. Funded by Vocational Rehabilitation under WIOA, Edge Extension promotes increased independence, self-advocacy skills, and academic readiness for higher education through coursework, academic coaching and connections to college resources. This presentation will offer an in-depth program description, discuss challenges encountered, and present case examples of student participants.

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A Universal Design Approach to Student Success Campaigns at College and University Campuses: Eliminating Barriers for Students with Disabilities
LaDonna McCullough, MA, Director Intercultural Engagement Student Success, MO - MidAmerica Nazarene University
Abby Cole, MSW, MO - University of Missouri-Kansas City, Institute for Human Development, Kansas City, MO, United States;
Laura Hurse, BA, MO - University of Missouri-Kansas City, Institute for Human Development, Kansas City, MO, United States;
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Attendees will participate in simulated problem solving activities and case studies as a means to gain first-hand understanding how unconscious biases plays a role in student success initiatives where it concerns students with disabilities full collegiate experience (academic, co-curricular, extracurricular). Through comparison and contrasting methods, we will examine the "dos and don'ts" of implemented adaptive resources on university campuses in order to enhance discussions towad more holistic decision-making approaches.


Passport to a Healthy Future: Reviewing Impact of a Community Based Transition Fair for Youth with Disabilities and Their Families
Rhonda Eppelsheimer, MSW, Director, UCEDD, Oregon Institute on Development & Disability, UCEDD/LEND
Alice Miller, MSW-MPH, Portland, OR, United States, OR - Oregon Institute on Development & Disability, UCEDD/LEND;
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The Oregon Health and Science University UCEDD in collaboration with the Oregon LEND developed a trainee led leadership project to address the needs of youth with disabilities who are moving from school and pediatric health care to adult focused care. This poster shares the key components of the fair, lessons on leadership development, how the fair evolved based on satisfaction and feedback as well as project impact over multiple years.