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AUCD - Poster Symposium: Inclusive Higher Education

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Monday, December 5, 2016 3:20 PM - 4:20 PM

Location: Congressional Hall B

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 around common themes. Facilitators will open each poster symposia with broad thoughts about the room's theme followed by a brief 2-3 minute presentation by each poster presenter, approximately 15 per room. Attendees will then have time for more in-depth exploration of the information presented and make connections with others in the room. Attendees are attend to select one symposia to attend during each time slot as space allows; pre-registration is not required.




Presenters

Autism - What University Faculty and Staff Know and Don't Know
Gwen Mitchell, Ph.D., Faculty, Center on Disabilities and Human Development, UCEDD
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This presentation includes an eleven minute StoryBoard Presentation created from LEND research investigating faculty and staff at six Universities knowledge of autism spectrum disorder. The StoryBoard highlights myths about autism, characteristics often seen in college students who are on the spectrum along with the core processing differences. It provides information how to support these students and provides a glimpse into the rights of students with disabilities.


Outcomes for Students with Intellectual Disabilities Attending Postsecondary Education Programs: Data from the National Coordinating Center
Cate Weir, M.Ed., Program Director, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Debra Hart, M.S., Boston, MA, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;
Meg Grigal, Ph.D., Columbia, MD, 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 has collected five years of data from 27 model demonstration projects through its comprehensive data collection system. This session presents trends in academic access and employment outcomes and shares what is emerging in terms of promising practices for inclusive higher education.

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Towson University�s Universal Design for Learning Faculty Development Initiatives that Lead to Enhanced Teaching and Student Learning.
David Wizer, Ph. D., Dr., Towson University
Jane Neapolitan, Ph., D., Towson University, Towson, MD, United States;

In this poster session participants will learn of ways in which we provide faculty development at the university to insure that Universal Design for Learning (UDL) guidelines are included in teaching a wide range of courses. UDL is a framework designed to develop educational environments that give all individuals an equal opportunity to learn (CAST, 2012). This session includes examples from a department and dynamic campus wide learning community.

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Program in Evolution: The InclusiveU Initiative at Syracuse University
Diana Katovitch, C.A.S., Mrs. , Strong Center for Developmental Disabilities, UCEDD/LEND
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Postsecondary education options for students with intellectual disabilities have changed dramatically in a short time. InclusiveU at Syracuse University developed from a small, specialized option into a much larger inclusive initiative, based on the requests and needs of our students. Come join the discussion about ways we have evolved our policies and attitudes to keep our program current.

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Inclusive Higher Education is Over; Now What? Project SEARCH at Syracuse University
Brianna Shults, MEd, Mrs, Strong Center for Developmental Disabilities, UCEDD/LEND
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Project SEARCH is an internationally renowned internship program designed to prepare individuals with intellectual and developmental disabilities for the world of work by partnering with community agencies and a host business. Project SEARCH at Syracuse University offers opportunities for inclusive higher education graduates to gain competitive employment skills. Young adults with IDD do not have to choose between higher education and employment; they can participate in both.

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The International Society of Wheelchair Professionals� and the Office of Study Abroad for International University Accessibility
Alexandria Miles, MEd, Ms. , University of Pittsburgh
Mary Goldberg, PhD, University of Pittsburgh, Pittburgh, PA, United States;

ISWP researchers collaborated with the University of Pittsburgh�s Office of Study Abroad to gather information about the accessibility of universities outside of the United States. A survey was developed using questions based on the ADA checklist for Existing Facilities, collecting data about various buildings on and around the university�s campus. Results of the survey demonstrate areas of concern at international universities for individuals with mobility impairments.


Students with Invisible Disabilities: Reimagining Universal Design in Higher Education
David Anderson, Doctorate in Educational Leadership, Professor, and Doctoral Coordinator, Eastern Michigan University
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This session addresses how social stigma and microaggressions impact student identity development for students with invisible disabilities. The session provides specific examples of small yet powerful interventions, and how teams at multiple levels (program, department, college, division, and university-wide) can collaborate to reinforce these changes through institutional feedback loops. The interventions enhance student self-efficacy, self-advocacy, and academic engagement for this marginalized group in particular, as well as other students.


Linking Social Network Assessment and National Core Indicators for Students in Inclusive Higher Education
Laura Eisenman, PhD, , Center for Disabilities Studies, UCEDD/LEND
Brian Freedman, Phd, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD/LEND;
Audrey Rossi, MS, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD/LEND;

The social outcomes of young adults with intellectual disability who participate in college programs can be represented in multiple ways. This poster examines the connections among students' responses to selected items from the National Core Indicators Adult Consumer Survey and a social network assessment. The intent is to develop simple, valid approaches to documenting how students' social networks change over time and relationships to other important post-program outcomes.

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Living Learning Communities: Socialization or Isolation for Students with Disabilities
Lisa Dunkley, Ph.D. Rehabilitation Counseling , MA, CRC, Interdisciplinary Human Development Institute, UCEDD
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This poster presentation aims to highlight the effectiveness and benefits to living learning residential communities on college campus for students with disabilities. With a fostered community environment and ?melting pot? of individuals including those with disabilities, this type of purposeful community settings may lead to socialization or isolation of students with disabilities.


Creating Person-centered and Life-long Supports for Graduates of an Inclusive Postsecondary Education Program
Cara Streit, MSW, Director of Alumni Services, Lesley University Threshold Program
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As opportunities for higher education for people with ID/DD increase around the country, this session addresses the question �what happens after graduation?� Through the efforts of alumni, their parents, and staff, the Lesley University Threshold Program has developed a no/low cost, comprehensive, and participatory set of services, courses, and events designed to support graduates as they reach for evolving career, independent living, and social goals throughout their lives.

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Ensuring Success for College Students with ASD on the College Campus
Matthew Segall, PhD, Assistant Professor, Emory Autism Center
Kathryn Rossbach, PhD, Emory Autism Center, Atlanta, GA, United States;
Kelsey Bohlke, MS, CRC, Emory Autism Center, Atlanta, GA, United States;

This presentation will highlight the growing array of promising practices for college students with autism spectrum disorder (ASD). Increasing numbers of students with ASD are matriculating to college on their own cognitive and academic merits. Unfortunately, students with ASD are often poorly prepared for the college environment, and likewise, colleges are often poorly prepared to effectively support these students. We will present both original research and pilot programmatic initiatives.

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What Happens After Postsecondary Education? A Review of the Effects of Postsecondary Education on Employment Among Individuals with Disabilities
Christina Gushanas, M.Ed., Ms. , Texas Center for Disability Studies, UCEDD
Christina Gushanas, M.Ed., College Station, TX, United States, TX - Center on Disability and Development, UCEDD;
Mary Whirley, M.Ed., College Station, TX, United States, TX - Center on Disability and Development, UCEDD;

More and more individuals with disabilities want to go to college! Traditionally, the purpose of postsecondary education is to prepare for employment. This session examines employment outcomes after individuals with disabilities have completed postsecondary education. Findings are discussed and illustrate the need for continued research on employment outcomes for individuals with disabilities who have completed postsecondary education.

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Meeting Student Needs Through a Collaborative Blended Program
Wanda Routier, Ed.D., Assistant Professor, Concordia University Wisconsin
Carol Burns, M.Ed., Concordia University Wisconsin, Mequon, WI, United States;

Five years ago two organizations began planning a two-year post-secondary program for students with significant disabilities. From this emerged Bethesda College at Concordia University, a unique blended program operated by two distinct non-profit organizations: Concordia University Wisconsin and Bethesda Lutheran Communities on the campus of CUW. The partnership collaboratively provides a richer college experience than one organization could do alone as presented in this poster.

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Navigating the Changing and Expanding Opportunities for College: Making Inclusive Higher Education Affordable for All Students and Families
Elise McMillan, JD, Co-Director, Vanderbilt University, UCEDD/LEND
Susanna Miller-Raines, BA, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

Affordability is a key factor in college selection. Through strong state and regional alliances, we are working to ensure that inclusive higher education is affordable for all. We will address how Tennessee and Georgia are using private, local, state, and federal dollars to provide tuition assistance. Examples include state funded scholarships, and program funding, Vocational Rehabilitation support, dependent tuition benefits, federal financial assistance, private scholarships, and additional pre-college supports.