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AUCD - Poster Symposium: Self Determination & Self-Advocacy

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Monday, December 5, 2016 4:40 pm - 5:40 pm

Location: Congressional Hall A

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

Increasing Self-determination through Student Led IEP Meetings
Brent Askvig, PhD, Executive Director, NDCPD, North Dakota Center for Persons with Disabilities, UCEDD
Evan Borisinkoff, PhD, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;
Melissa Naslund, PhD, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;
Rebecca Daigneaultd, MSW, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;

This poster presents results from a study of self-determination among students on IEPs enrolled in schools in North Dakota. Specifically, the poster will (1) present results from the administration of the Arc Self-Determination Scale (Wehmeyer, 1995), and the Choice Maker assessment (Martin, 2004) (2) provide a summary of the qualitative feedback from special education teachers (3) discuss implications for educators, and (4) provide recommendations for future research.


Addressing Postsecondary LGBTQ-ASD Student Needs: Expanding Universal Design (UD) in Curriculum, Instruction, and Support Services
David Anderson, Doctorate in Educational Leadership, Professor, and Doctoral Coordinator, Eastern Michigan University
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This session addresses institutional factors that impact student identity development for LGBTQ-ASD students. Specific examples of small yet effective interventions within institutional feedback loops will be provided, along with suggestions on how teams at each intervention level (program, department, college, division, and university-wide) can collaborate to institutionalize these UD changes. The interventions increase student agency, academic success, and self-advocacy for this marginalized group in particular, as well as other students.


Raising the bar: Infusing the SDLMI into state-level efforts in CT
Nicholas Gelbar, PhD, Assistant Professor, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Michael Wehmeyer, PhD, Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Karrie Shogren, PhD, Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Mary Beth Bruder, PhD, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;

This session will provide an overview of efforts to scale-up the Self-Determined Learning Model for Instruction in Connecticut. A survey of teacher needs will be summarized and a description of professional development efforts in this area will be provided.


Self-Determination during School-to-Adulthood Transition in Young Adults with Autism Spectrum Disorder across American and Chinese Cultures
Yu Hin Lam, M.A., Doctoral Student, Florida Center for Inclusive Communities, UCEDD
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This qualitative study explored self-determination during school-to-adulthood transition in young adults with ASD from American and Chinese backgrounds. Results from individual semi-structured interviews revealed cross-cultural similarities and differences in the experiences and contexts of self-determination. Findings are discussed related to factors associated with participants? ecological systems in their respective cultures. Implications for cultural-responsive practice and research are discussed to improve quality of life of individuals with ASD from diverse cultures.


Communication is a Human Right-Serving Emerging Refugee Populations in Northern New England.
Harka Khadka, VT LEND Trainee, Vermont Leadership Education in Neurodevelopmental Disabilities, LEND
Madhu Neupane, Colchester, VT, United States, VT - Vermont Leadership Education in Neurodevelopmental Disabilities, LEND;

Former Bhutanese Refugees share the journey from Bhutan to Nepal, and finally to the United States and its impacts on individuals with intellectual disabilities and their families. The presentation will describe gaps between communication and services and the array of stakeholder perspectives within the refugee and the larger community.

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Defining Competencies and Skills for Future Self-Advocate Leaders - What is the Future of Self-Advocacy Leadership?
Phyllis Shingle, Master's of Social Work, NM LEND Family Faculty, Center for Development & Disability, UCEDD/LEND
Daniel Ekman, MA in Special Education, Albuquerque, NM, United States, NM - Center for Development & Disability, UCEDD/LEND;

Individuals with disabilities who serve on boards or committees may feel little is expected and they are simply the "self-advocate representative". To address this issue, leadership competencies, with objectives and learning activities, were developed to assist organizations provide training for self-advocate leaders. The goal of this project is to help self-advocates actively participate, lead and effectively share lived experiences as they identify gaps and impact systems change.

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Success Story in Engagement: Moving from Presentation to Activity and Discussion
Melissa Naslund, Ph.D., Research Associate, North Dakota Center for Persons with Disabilities, UCEDD
Hilory Liccini, M.Ed, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;

How do you engage students in the process of learning self-determination skills? This was the question posed and answered by two professionals. One educator and one counselor collaborated their efforts to develop and implement a self-determination training. The result is an activity based training, that both introduces the 13 components of self-determination and provides discussion based activities that bring those components to life.

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