2020 TASH Conference - Virtual Edition

Day 1 Intensives: Inclusive Education Track

11:15 AM-12:30 PM EST: Challenging the Stigma of Disability in Education
Presenter: Alan Holdsworth
The session will explore strategies and policies that educators and students can adopt to challenge the stigma of disability in K-12 and in college and university campuses. The focus will be on changing and challenging damaging stereotypes and attitudes that still remain in education. Participants will learn about useful resources and tools that they can use, and will learn about the concept of disability pride and how to introduce this into curriculum and college life and how the language that we use is important in how attitudes about people with disabilities are shaped. The session will be a mixture of presentation, group discussion and Q & A.

12:45-2:00 PM EST: An Inclusive Life Starts with an Inclusive Education: Views from School Administrators
Presenter: Kurt A. Schneider, Jenny Sterpin, Kate Cavanaugh, Joanna Ford, Beth Carmody
This presentation aligns with the 2020 theme, "Feel the Power of Inclusion," by sharing the leadership and determination that school systems have demonstrated in order to pave the way for all people to have an inclusive life. The presenters will share their views on how school districts and individual schools in Illinois are eliciting and hearing the voices of people with disabilities to improve outcomes of students and their non-disabled peers. Presenters will describe their change processes, and how their districts and schools are evolving to develop relationships and networks to create a unified educational system based upon inclusive "TASH" values. The work of Theoharis and Causton-Theoharis (2008, 2014), Capper & Frattura (2008), and Schneider & Sands (2020) outlines a theory of how to create a vision for inclusive education and the related action steps. Through regional and individual district case examples shared, the alignment to such research will be highlighted.

2:15-3:30 PM EST: Equitable and Inclusive IEP Development Workshop
Presenters: Katie McCabe, Jennifer Kurth, Andrea Ruppar, Samantha Toews, Jessica McQueston, Elissa Lockman Turner
Through a series of research studies, we evaluated content in IEPs for students with extensive support needs (ESN). Findings from the studies yielded research to practice implications which have guided the topics for this interactive workshop. Participants in this workshop will develop strategies to produce and implement equitable and inclusive IEPs for students with ESN. The workshop is broken into sections pertaining to each component of the IEPs including: (a) writing strengths-based present levels of academic achievement and functional performance (PLAAFP) statements, (b) enhancing family and student involvement, (c) implementing supplementary aids and services to improve participation in general education, (d) using PLAAFP statements to determine the least restrictive environment by identifying necessary supports to increase general education access, and (e) creating measurable and inclusive goals. This workshop is designed for current educators, families, and teacher educators.

3:45-5:00 PM EST: Meaningful Access to Core Curriculum: IEP Goals, Modifications, Adaptations K-12
Presenter: Kathy Gee
This presentation will provide participants with key knowledge and skills related to understanding how children/youth with the most extensive support needs (ESN) can and should be involved in the core curriculum with their typical peers. The focus will be on process, cognitive scaffolding, IEP goal development, and strategies for supporting meaningful learning within the activities of general education core curricular units. Participants will be introduced to the core standards and how to pull the 'key ideas' and concepts from the standards in order to both develop goals and to provide learning support. Multiple examples will be provided for both elementary and secondary students. Activities will be used to engage participants in problem solving around case examples.

Due to limited access to hearing and vision, individuals who are deafblind (DB) often need support from others to access their environment. Some professionals who provide that access are interveners and support service providers (SSPs). It is crucial for the success of DB individuals that education personnel, administrators, and agencies have an awareness and understanding of each role. These roles continue to develop as professionals better understand the needs of individuals who are DB. For example, the role of an intervener is still evolving and gaining recognition within the educational system as one that significantly enhances access to the general education curriculum for students who are DB. The role of the SSP, while not utilized within the school environment, is a vital role that supports independence and self-determined behaviors into adulthood. It is imperative that families and professionals understand these roles and convey this knowledge to others.