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2020 TASH Conference - Virtual Edition has ended
Welcome to the 2020 TASH Conference - Virtual Edition website! We’re so glad you are here!

Each year, the TASH Conference brings together individuals with significant disabilities and their allies to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The conference is attended by passionate advocates, leaders, and subject matter experts from every corner of the disability community. Conference attendees play an important role in supporting individuals with significant disabilities to overcome various barriers in order to live their best lives. Central to this work is the premise that individuals reach their optimal potential only when they are given the opportunity to live, work and thrive across the lifespan in the same communities we are all members of. The conference is intentionally designed to support the interests of professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; home and community-based service providers; students, family members, and most importantly, self-advocates with lived experience.

This year, while we are taking the conference virtually due to the COVID-19 pandemic, we believe that our unique approach to providing exceptional first-rate content and building strong community ties and connections across various stakeholders will yield an extraordinary event! We have taken extra steps to bring people closer together during these times, as well as to create an amazing virtual environment that expands our knowledge, spurs our creative thinking, and focuses on healthy living and having fun!  Our conference theme, Feel the Power of Inclusion, reinforces the importance of our continued commitment to promoting a world of equity and opportunity for all, and is predicated on the value of bringing together diverse perspectives and experiences in an effort to build strong human connectivity and spur collective action.

Need technical assistance during the conference? Please email our support staff at helpdesk@tash.org.
Professional Development [clear filter]
Thursday, December 3
 

5:15pm EST

Professional Development and Performance Feedback to Support Inclusive Literacy Instruction
We describe a professional development and coaching package that supporting general and special educators to implement inclusive small group literacy instruction. In this multiple baseline across skills study, three teachers received professional development and ongoing performance feedback to integrate a multicomponent shared reading intervention into small group literacy center rotations that included one student with extensive support needs (ESN) in general education classrooms. All teachers implemented engagement strategies, systematic instruction, and accurate data collection on student responses with high fidelity the following professional development package. There was no negative impact on student comprehension and teachers reported the lessons were meaningful to all students. Attendees leave with examples accessible books, professional development materials, and coaching strategies they can implement in their practice. Implications for practice and research are shared.

Presenters
avatar for Jennifer Kurth

Jennifer Kurth

Associate Professor, University of Kansas
Inclusive Education
avatar for Samantha Toews

Samantha Toews

Assistant Professor, Cal State University Northridge
Samantha Toews is an assistant professor at California State University Northridge in the Special Education Department. She was previously a special education teacher at WISH Charter School. Her research focusses teacher preparation and professional development to promote inclusive... Read More →


Thursday December 3, 2020 5:15pm - 5:30pm EST
Virtual Platform Online
 
Monday, December 7
 

1:30pm EST

You BETCHA!: Evaluating the Use of Online Literacy Professional Development
Students with extensive support needs (ESN) are often educated away from their peers (Morningstar, Kurth, & Johnson, 2017) and persistently lack access to comprehensive literacy instruction (Toews & Kurth, 2019). This study examined the effects of an online shared reading professional development (PD) session on the self-efficacy of teachers of students with ESN regarding instructional planning. Special and general educators were taught the "BETCHA" strategy as a way to plan for students with ESN to participate in general education classes and curriculum using shared reading. Findings indicate that participants were able to design instructional plans for their students and had higher self-efficacy after participating in the online PD session. Understanding how teachers' participation in an online PD session affects their self-efficacy in planning instruction may contribute to discussions about how students with ESN may better be included with their typically developing peers.

Presenters
avatar for Jessica McQueston

Jessica McQueston

Assistant Professor, North Dakota State University
avatar for Andrea Ruppar

Andrea Ruppar

University of Wisconsin-Madison
I'm an Associate Professor of Special Education at University of Wisconsin-Madison. I study educational decision making for students with extensive support needs.


Monday December 7, 2020 1:30pm - 2:15pm EST
Virtual Platform Online
 
Tuesday, December 8
 

2:30pm EST

Partnering with Early Childhood Childcare to Promote PBIS and Inclusion
This presentation will describe a multi-university, Early Childhood Special Education (ECSE) Inclusion project designed to improve the practices of childcare providers and special education teachers in diverse urban settings. Presenters provided professional development (PD) to early childhood daycare and preschool personnel to improve practices that support PBIS and inclusion. Participants will learn about the rationale for the project, the PD model and preliminary/baseline data.

Presenters

Tuesday December 8, 2020 2:30pm - 3:15pm EST
Virtual Platform Online
 
Wednesday, December 9
 

11:15am EST

Family-Professional Partnerships in Teacher Preparation: Uncovering the What, Why, & How
The recording for this session is located under the title, "About TASH Talks (Part II). NOTE: TASH Talks are a take off the popular “Ted Talks” - short 8- to 10-minute presentations on critically important topics facing the disability rights movement followed by a brief Q & A session during the one-hour session.

Despite policy and research support for meaningful family-professional partnerships (FPPs) in schools, reported school practices demonstrate that such partnerships often do not come to fruition. One paramount barrier to FPP involves limited teacher preparation in university special education programs. The purpose of this qualitative study, therefore, was to report data from a nationally representative sample of special education faculty about (a) how they defined FPP, (b) the FPP knowledge and skills they targeted in their courses, (c) why they targeted specific skills, and (d) how they taught targeted FPP skills.

Moderators
avatar for Jenny Lengyel

Jenny Lengyel

Executive Director, Total Living Concept

Presenters
avatar for Grace Lucille Francis

Grace Lucille Francis

Assistant Professor, Special Education, George Mason University


Wednesday December 9, 2020 11:15am - 12:15pm EST
Virtual Platform Online
 


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