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AUCD - Poster Symposium 6C: Postsecondary Education

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Tuesday, November 19, 2019 3:00 PM - 4:15 PM

Location: Congressional C

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday in a series of Poster Symposia that run at the same time as concurrent sessions. During these 75 minute poster symposia, 12-15 posters on a similar theme will be grouped together in a room. Posters will be displayed on large boards and have a table underneath for accompanying materials. The session will be introduced by a moderator, poster authors will be asked to provide a very brief introduction of their poster, and then attendees will be free to move about the room to speak with poster presenters directly for the remainder of the session. Attendees are also welcome to move between symposia rooms and view posters on other topics. Conference posters submitted ahead of time are also available electronically in the conference app and linked below.




Presenters

BRIDGES - An Inclusive College Program for Students with Intellectual and Developmental Disabilities.
Lisa Currao, Masters of Science in Education, Special Educator - BRIDGES Program, SUNY Orange

BRIDGES at SUNY - Orange is a post-secondary college experience for individuals with I/DD. The BRIDGES program is person-centered, highly individualized and the goals of the student drive their college experience. Developing social/communication skills, vocational preparation/training, and independent living skills are the cornerstone of the BRIDGES program. The students have full access to the campus through audit classes, student body activities, and peer mentors.

Read and download presentation materials >


Autistic Identity In University Students
Helen Rottier, BS, Graduate Student, Institute on Disability & Human Development, UCEDD/LEND

Illinois LEND trainee Helen Rottier completed a nationwide survey of college students who identified as disabled, autistic, neurodivergent, or mentally ill. This poster discusses results regarding students� identities and language preferences. Understanding the terms students prefer is key in creating supports and services that center the needs of autistic and neurodivergent students and in connecting with students on and across campuses.

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Southeast Postsecondary Education Alliance: Working together to create quality inclusive higher education in the Southeast US and beyond
Susanna Miller-Raines, MSW, Operations Coordinator, Center for Leadership in Disability at Georgia State University, UCEDD/LEND

Born out of relationships within the AUCD network, UCEDDs from Georgia, Tennessee, and North Carolina worked together to engage other Southeast inclusive postsecondary education stakeholders to come together to promote access to quality inclusive postsecondary education for students with IDD through a shared focus on collaboration through program development, resources, research, and public policy in Alabama, Arkansas, Georgia, Florida, Kentucky, Louisiana, Mississippi, Tennessee, North Carolina, South Carolina and beyond.


How your UCEDD can start an inclusive postsecondary education program for students with intellectual disabilities with no funding
Mary Bryant, BA, Director, Path to Independence, Nevada Center for Excellence in Disabilities, UCEDD/LEND

Interested in your UCEDD starting an inclusive postsecondary education program for students with intellectual disabilities? Have no funding? Hear how the Nevada Center for Excellence in Disabilities started the Path to Independence program without any major funding. Learn about the partnerships formed and the resources developed to start the program, now in its sixth year. Understand why this approach may be advantageous with regards to sustainability.

Read and download presentation materials >


Confidence Levels of Recent Graduates in Audiology and Speech Language Pathology in Working with Children with Autism Spectrum Disorders
Taylor Tarka, MA, , A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND

A survey was distributed to recent graduates in audiology and speech language pathology programs at the University of Connecticut to examine their confidence levels in working with children with Autism Spectrum Disorders (ASD). Results demonstrated a variation of confidence levels among respondents yielding an unbalanced understanding of ASD. There is a need for graduate programs to apply more ASD-specific training, similar to the training offered by the LEND program.


Universal Design for Learning in Higher Education
Shannon Haley-Mize, Ph.D., Associate Professor of Education, Elizabethtown College

The poster presentation will define Universal Design for Learning (UDL), examine current trends of UDL on college campuses and advantages of this approach to planning, and provide descriptions of model programs in higher education.


Resources for UDL on Campus
Shannon Haley-Mize, Ph.D., Associate Professor of Education, Elizabethtown College

This poster presentation will provide an overview of resources to support Universal Design for Learning (UDL) on college campuses. Tools to conduct assessment of campus facilitates, services, and teaching practices will be reviewed. In addition, the poster will examine resources for instructors to improve their course design according to UDL principles.


Assessing UDL Practices on Campus
Shannon Haley-Mize, Ph.D., Associate Professor of Education, Elizabethtown College

This poster presentation will provide an overview of one campus audit and resources to support Universal Design for Learning (UDL) on college campuses. Results from the campus audit on UDL will be presented as well as tools to conduct assessment of campus facilitaties, services, and teaching practices will be reviewed. In addition, the poster will examine resources for instructors to improve their course design according to UDL principles.


Directory for Early Childhood Special Education Higher Education Programs
Kelly E Ferreira, PhD, , A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND

The number of early childhood special education (ECSE) programs has grown rapidly since the inception of the field of early intervention (EI). However, there is no central location to acquire information about these programs. This project was conducted in order to build a directory of all EI/ECSE programs so that young adults interested in the field have access to all the education information that they need.


Assessing Universal Design for Learning on a College Campus
Shannon Haley-Mize, Ph.D., Associate Professor of Education, Elizabethtown College

A college student research team examined current practices on a college campus to assess the level of Universal Design for Learning planning and implementation. The data collected resulted in several recommendations for the campus community to improve access.


What Makes a Difference? Predictors of Student Academic Experiences and Employment Outcomes
Cate Weir, M.Ed., Project Director, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND

More than 3000 students have enrolled in college via the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) projects. We present results from new analyses of TPSID data, focused on the predictors of inclusive course enrollments and employment and student outcomes. The findings from these studies suggest that access to typical higher education practices and paid employment are associated with more successful outcomes.


Deaf Services Toolkit for Disability Service Professionals
Lauren Kinast, MS, Technical Assistance Specialist, National Deaf Center on Postsecondary Outcomes

The National Deaf Center on Postsecondary Outcomes has developed a series of resources, �a toolkit�, for disability service providers to draw from as they navigate accommodations and auxiliary services for deaf students. This session will guide participants through accommodation practices, disseminate resources, and offer a framework for both novice and experienced providers can add to a professional repertoire.


Inclusive Dormitory Living: What Traditional College Students Learned from Peers with Disabilities
Wanda Routier, Associate Professor, Concordia Univeristy Wisconsin

This poster describes research about whether living in an inclusive dormitory impacts traditional college students� beliefs about students with intellectual disabilities, and whether traditional college students learned from their peers with disabilities.

Read and download presentation materials >


Designing a College-to-Career Program for Autistic Undergraduate Students through Innovative Partnerships
Brian Freedman, Senior Associate Director, Center for Disabilities Studies, UCEDD/LEND

This session will describe a new college-to-career program at the University of Delaware for autistic undergraduate students. We will describe our planning process, including the results of a survey of current students with autism at the University of Delaware, as well as a description of a multi-tiered system of supports that is being offered to students, faculty, staff, families and community members with a range of needs.