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AUCD - Poster Session: Post-secondary Education, Employment, and What Comes Next

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Monday, November 16, 2015 10:30am - 11:45am

Session Description

AUCD poster symposia seek to deepen levels of engagement and connection between those interested in common topics. Posters have been hand-selected by a review committee and grouped by room according to theme. Facilitators will open each poster symposia with broad thoughts about the room's theme, and attendees will be allotted ample time for in-depth exploration of the information presented and make connections with others in the room. Attendees are free to select one symposia to attend during each time slot as space allows; pre-registration is not required.




Presenters

Predicting Vocational Rehabilitation Employment Outcomes for Individuals with Autism Spectrum Disorder
Kelly Nye-Lengerman, PhD, Research Associate, Institute on Community Integration, UCEDD/LEND
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Employment is a critical element of full community participation. Individuals with Autism Spectrum Disorder (ASD) experience unique and complex challenges when pursing employment. State Vocational Rehabilitation (VR) programs are a critical conduit for some individuals with ASD to access employment services and supports. This presentation will focus on findings from a recent study looking at VR services and employment outcomes for individuals with ASD.

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Entrepreneurship & Employment First Policy
Kate Caldwell, PhD, Postdoctoral Research Fellow, Institute on Disability & Human Development, UCEDD/LEND
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This presentation will explore the impact of Employment First policy on the rights of people with intellectual and developmental disabilities, particularly with regards to entrepreneurship.


Students with Intelluctual Disabilities: Becoming Leaders Through Service in a Campus Community
Carol Burns, MEd, Director, Bethesda College, Bethesda College at Concordia University Wisconsin
Wanda J. Routier, EdD, Concordia University Wisconsin, Mequon, WI, United States;

Throughout their school years, these students have been served by parents, families, teachers, and an array of professionals always around them. Now, as part of a postsecondary program for students with disabilities, they are immersed in college life, and serving others is part of their curriculum. Transitioning to independence and adult living, these students are eager to "give back" as ambassadors, teachers, caregivers, team members, friends.

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A Study of Educators' Perceptions of the Role of Self-Determination in the Transition from High School to the Postsecondary Environment
Patricia Patrick, PhD, Director of Research, Westchester Institute for Human Development, UCEDD/LEND
Polly Appel, MS, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Nicki Turano, LCSW, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
John Maltby, MS, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Naomi Brickel, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;

This project provides insight into educators' perceptions on the role of self-determination and barriers to its promotion among individuals with disabilities. Educators from the lower Hudson Valley of NY, which has a population of over 2.2 million, served by 110 school districts in urban, suburban and rural environments, were surveyed. Potential educational outreach and training activities for educators, parents and young adults with disabilities will also be discussed.


Cultivating Young Leaders, Impacting the Future
Judith Holt, PhD, Interim director, Center for Persons with Disabilities, UCEDD/LEND
Sue Olsen, MEd, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;
Sara Bodily, MS, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;
Jeff Sheen, MSW, Logan, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

Three highlighted programs at the Center for Persons with Disabilities address leadership development for young adults with disabilities in different ways, all aimed at preparing young adults to be effective advocates. Programs include a cutting-edge residential college experience, a dynamic summer conference sponsored by several collaborating state agencies, and a postsecondary education opportunity for young adults with developmental disabilities aimed at preparing them for employment and independence.

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Think College Wyoming Pilot: From Strategic Planning to a Successful Student Outcome
Sara DiRienzo, MA, Coordinator, Information Dissemination, Wyoming Institute for Disabilities, UCEDD
Mary Hixson, BA, Wyoming Institute for Disabilties, LARAMIE, WY, United States;
Sandy Root-Elledge, MA, Wyoming Institute for Disabilties, LARAMIE, WY, United States;

This poster shares outcomes of funding from Think College to Wyoming Institute for Disabilities for strategic planning. We highlight Think College Wyoming (TCW) pilot student, Anna, and her successful completion as the first TCW student. The information presented includes application of the inclusive individual support model (Hart, Grigal, Sax, Martinez, & Will, 2006) to Wyoming in a rural, community college environment, cultivating a "program of one" and student outcomes.

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Transitioning from Motivated Student to Happily Employed Graduate for Self-Advocates and Those Who Support Them!
Julia Nelson, BS, Author and Publisher , The University of Arizona, LEND
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This session will offer holistic guidance to students or young professionals with disabilities or their allies. The goal is to both enable you to get the most out of where you are today as well as how to self-advocate to become employed in whatever field you choose after graduating. Your disability does not have to stand in your way as you work to build the future you envision.


Changing How Individuals with Disabilities Prepare for Employment: Research Intensive Universities That Offer Postsecondary Programs for Individuals with Disabilities
Christina Gushanas, MEd, Ms. , Texas Center for Disability Studies, UCEDD
Meagan Sumbera, PhD, Texas A&M University, College Station, TX, United States, TX - Center on Disability and Development, UCEDD;
Cheryl Grenweldge, PhD, Texas A&M University, College Station, TX, United States, TX - Center on Disability and Development, UCEDD;

Not all individuals with disabilities meet degree seeking admission criteria to attend research intensive universities. This hinders postsecondary access and attainment of degrees or certifications crucial for employment. This study identifies postsecondary programs at research intensive universities for individuals with disabilities who do not meet the degree seeking admissions criteria.


Does Participation in Higher Education Improve Life Outcomes for Students with Intellectual Disability?
Barry Whaley, MS, Project Director, Interdisciplinary Human Development Institute, UCEDD
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The expansion of supported higher education opportunities for students with intellectual disabilities has led to new opportunities for learning, social inclusion and better jobs. While jobs are an important measure of success, it is only one of many indicators that define a self determined life. This presentation will compare the life outcomes of Kentucky students in Supported Higher Education to other adults with ID using National Core Indicator Data.


Cultural Competency in Program and Practice: Highlighting diversity as a cornerstone in Post-Secondary Education, Family Leadership Development, and Respite.
Sally Gould-Taylor, PhD , Director of Research, Institute on Disabilities, UCEDD
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Join this panel to hear about three programs at the Institute on Disabilities at Temple University, PAs UCEDD that promote cultural diversity through concentration on outreach and inclusion of individuals and families from diverse and underserved backgrounds. Practices that foster and sustain cultural diversity in programs from inception to practice will be discussed. Hear program participants highlight their experiences of authentic cultural inclusion, understanding, and support.


Now I Am Ready for College! The Effects of a Summer Training Program on Individuals with Disabilities
Christina Gushanas, MEd, Ms. , Texas Center for Disability Studies, UCEDD
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The number of individuals with disabilities attending college continues to increase. Some of these individuals need specific preparation in independent living, career readiness and self-determination prior to attending college. A transition summer program at a large university offers four weeks of training for students with disabilities prior to college. Pre and post program results will be shared in the areas of independent living, career readiness and self-determination.