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AUCD - Posters: Education: Postsecondary

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Monday, December 7, 2020 12:00 PM - 4:45 PM

Location: Virtual


American Indians into Disability Studies Project


Rebecca Daigneault, Master of Social Work, Project Director, North Dakota Center for Persons with Disabilities, UCEDD

Participants will takeaway knowledge about how to engage American Indian tribal communities in capacity building. More specifically, participants will learn how the North Dakota Center for Persons with Disabilities has partnered with the Turtle Mountain Community College to recruit their Bachelor of Education students to pursue a Master's degree or Graduate Certificate in Special Education at Minot State University.

Increasing Visibility: North Carolina Inclusive Postsecondary Education Alliance and the Virtual College Fair


Daniel Earixson, M.Ed., Former LEND/UCEDD Trainee, Carolina Institute for Developmental Disabilities, UCEDD/LEND

Members of the North Carolina Inclusive Postsecondary Education (IPSE) Alliance will offer strategies and discuss the approach taken over the past year to increase awareness and visibility of inclusive postsecondary education in NC. This presentation will include strategies regarding how to execute and disseminate a "Virtual College Fair". Data from the first annual NC Virtual College Fair will be shared along with lessons learned and next steps.

Facilitators and Barriers of Neurodivergent Student Experiences in Postsecondary Education


Helen Rottier, MS, PhD Candidate, Institute on Disability & Human Development, UCEDD/LEND

Researchers will present findings from an exploratory study on facilitators and barriers to autistic and neurodivergent students' experiences in postsecondary education. Data were obtained through a national study of neurodivergent students and researchers used thematic analysis to identify facilitators and barriers to student success and satisfaction. This research has implications for the future of postsecondary education support for neurodivergent students.

Mapping our way forward: Linking student-defined outcomes with PSE program development through participatory, arts-based research methods


Lalenja Harrington, PhD, Director of Academic Development and Evaluation, UNC Greensboro

Through an interactive format, this presentation gives attendees a chance to experience arts-based methods, including storytelling, educational journey mapping, and lego serious play to learn how we have helped our PSE program understand how students themselves define success and quality of life as a college graduate. It will also illustrate how such data are used to align curricular approaches and program outcomes with student desires through group concept mapping.

Characteristics of Higher Education Programs for Students with Intellectual Disability


Meg Grigal, PhD, , Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND

Information about practices at 256 college programs with intellectual disabilities was gathered via a national survey and offered to the public via a searchable directory. The poster illustrates key results of a descriptive analysis of these survey data, addressing demographic structure and costs, as well as domains of practice including academic access, career development and employment, campus engagement, and credential attainment in higher education programs for students with ID.

Achieving Health Care Equity: Identifying our Resources, Challenges, and Next Steps


Lesley Cottrell, PhD, Professor, Center for Excellence in Disabilities, UCEDD/LEND

Health care disparities continue to exist in the United States. We may reduce these disparities through provider education (curriculum development and implementation), patient-provider conversations, creative assessment, and policy. This session will provide lessons learned and best practices for building relationships with health providers. We will review activities and tools designed to increase health care accessibility for all and discuss transitions made to sustain impact during the COVID-19 period.

Analysis of Learner Questions Posed During Project DOCC Simulation Experiences


Brooklyn Vrolyk, , Center for Excellence in Disabilities, UCEDD/LEND

Project DOCC educates future medical professionals on the implementation of the Patient Centered Medical Home (PCMH) model through a simulation with parents of medically complex children. Our research looked into the focus of the questions asked by learners to parents, and how those questions relate to the PCMH model. Interested professionals may include: Educators, all Health Professionals, Mental Health, Social Work, and others.

Experiencing the Lived Experience


Michelle Donahue, PT, DPT, PCS, CDSS, , Strong Center for Developmental Disabilities, UCEDD/LEND

This poster documents the journey of future health care professionals as they learn alongside advocates with lived experience. Based loosely on the LEND family experience, spending a "day in the life of" these advocates give future professionals a deeper understanding of the impact of having a disability. This experiential learning activity helps students understand real-life challenges, which in turn, sparks innovative interventions that lead to better care.

Social Skills in Higher Education: Perspectives of Autistic College Students, Neurotypical Peers and Staff Participating in PEERS for Young Adults


Jessica Monahan, Ph.D., Research Manager, Center for Disabilities Studies, UCEDD/LEND

In this poster session, we will discuss the results of a qualitative study of a social skills intervention for autistic college students. We will examine the perspectives of college students on the autism spectrum, their neurotypical counterparts, and the facilitators of the social skills intervention. In addition, we plan to discuss recommendations for implementing interventions for autistic college students in higher education with participants based on their individual institutions.

Removing Roadblocks to Successful Transition to Work and Independent Living


Brian Geiger, EdD, MS, Exec Director, The Horizons School

As a result of this program, participants will: 1. Understand the challenges of transitioning from secondary to a post-secondary learning program or employment; 2. Consider desired elements to ease successful transition for young adults with disabilities and their families; 3. Review options for successful post-secondary transition enabling work and life independence.

Effects of Postsecondary Education on Employment Outcomes and Earnings of Young Adults with Traumatic Brain Injuries


Phillip Rumrill, Ph.D., Professor and Director of Research and Training, Interdisciplinary Human Development Institute, UCEDD

The study evaluated the effectiveness of college and university training on employment outcomes and earnings of young adults with TBI. Results demonstrated that young adults with TBI who received college or university training have better employment and earning outcomes than young adults without this training. Broader implications for inclusive higher education are discussed.

Clinical Learning in Higher Education during the COVID-19 Pandemic: Student Comparisons of In-person and Telehealth Teaching Paradigms


Cassaundra Corbett Miller, MS, CCC/SLP, Feeding & Swallowing Clinician/ LEND Mentor, Center for Excellence in Disabilities, UCEDD/LEND

In higher education, teaching and learning during the COVID-19 pandemic have been fluid. The purpose of our panel is to describe the transition of in-person trainee learning to online learning at the WVUCED. Specifically, we will present survey data collected from our trainees and outline the telehealth methods and procedures involved in online clinical learning at the WVUCED Feeding Clinic during the COVID-19 response.

Creating Inclusive Classrooms for Neurodiverse Learners in College Settings: Preliminary Results from Initial Semi-Structured Interviews


Kashia A. Rosenau, MA, , UC-LEND

Minor adjustments in the college classroom environment can create more inclusive classrooms for neurodiverse learners and foster a culture of respect for all students. Semi-structured interviews were conducted with autistic young adults and experienced educators in order to collect information about adaptations that have been effective in creating more inclusive classrooms for neurodiverse learners in college settings. Preliminary results from this study are presented and next steps are discussed.