11:00 – 12:30 Block V1 (2 concurrent sessions)
V1.1: Legal Year in Review*This session will not be recorded at the request of the speakers, so it is only available live. It will not be included in the session recording package.
Paul Grossman J.D., Executive Counsel of AHEAD, and OCR and Hastings College of Law, retired
Jamie Axelrod, Northern Arizona University
AHEAD’s legal experts will analyze court cases and OCR letters from the past year of great significance to AHEAD members.
V1.2: Postsecondary Disability Resources and Accessibility - Where are we going and how did we get here?
Ian Kunkes Ed.D., EdPros
Enjie Hall, University of Minnesota
Jon McGough, University of California, San Francisco
Charnessa Warren, University of Chicago
Maria Schiano, County College of Morris
In 2024, we find ourselves at a turning point in the disability resources and accessibility field. Our profession is experiencing a changing higher education landscape, significant technological advances, the impact of the pandemic, a move towards social justice, a rise in student advocacy, and more. This panel features an all-star group of leaders to address three questions:
- What are the most salient and noteworthy trends you are experiencing across postsecondary disability resources and higher education, today?
- How did we get here (history, milestones, societal trends)?
- What do you see as the key areas of focus we should be considering for the next decade and how can we start preparing for the future, today?
12:30 – 1:00 Break
1:00 – 2:30 Block V2 (3 concurrent sessions)
V2.1: Barriers to Access and Equity in Higher Ed: The Role of Documentation in the Accommodation Process
Christine Lew, University of Washington
Olivia Acuff, University of Washington
Davi Kallman Ph.D, Tacoma Community College
With growing research and awareness about how access to the medical system is not equitable for students of color, undocumented students, queer, trans, and nonbinary students, and more- how can we rethink our reliance on third party medical documentation in disability services offices? Presenters will cover the legal frameworks of documentation, the models of disability that it perpetuates, research on who is most impacted by those requirements, and showcase the new systems in disability services to improve equity and access from the University of Washington and Tacoma Community College. This presentation is meant to be an interactive conversation, challenging us all to think about what we can do differently.
V2.2: The Systemic Under-Resourcing of Disability Services and The Misguided Panacea of “Self-Care”
Antonia DeMichiel, M.A., University of San Francisco
Lisa Petro, J.D., ACSW, UC College of the Law San Francisco
Are you sick of being prescribed self-care practices when the field of Disability Services is systemically under-resourced? Disability professionals perform tremendous amounts of underrecognized and unpaid emotional labor in holding space for students. This session seeks to dismantle common narratives that “self-care” is the answer to our most pressing concerns and that issues of trauma and burnout are to be addressed on an individual level. As caseloads grow and student needs become more complex, many professionals are not being provided tangible knowledge and tools to address this demand for services. Presenters recognize the systemic issues underpinning the lack of resources many disability offices face, and that we must advocate in our own way within our institutions. Combining their expertise in Social Work and Student Affairs, the presenters focus on how to resource ourselves in culturally responsive ways and build up our resilience to meet the demands of the profession.
V2.3: Creating Access for Graduate Students: A Panel of Perspectives
Joanne Benica M.S., CRC, Johns Hopkins University
Margaret Camp MEd, Clemson University
David Paquette M.Ed., Northeastern University
Alexis Lambert M.Ed., Northeastern University
Equal access accommodations for graduate students are not simply an extension of accommodations provided in an undergraduate setting. Graduate programs are often highly specialized and in many graduate programs, the classroom teaching shifts from theory to real life application. Graduate students report that their experience is significantly different than their undergraduate experience, with less emphasis on exams and more on application of knowledge in written format, oral presentations, group projects, etc. Additionally, the graduate environment can often resemble the work environment with heavy emphasis on laboratory and research activities which requires collaboration with faculty and other students. How are accommodations different? How should practitioners think differently about the accommodations provided? It is imperative that disability services professionals understand the nuances of providing accommodations to graduate students. This panel presentation will explore these questions and perspectives will be shared about best practices for ensuring access to graduate students with disabilities.
2:30 – 3:30 Break
3:30 – 5:00 Block V3 (3 concurrent sessions)
V3.1: Determining Clinical Accommodations: Building Confidence as a Health Science Disability Professional
Matthew Sullivan PhD, Washington University in St. Louis
Grace Clifford MAEd, David Geffen School of Medicine at UCLA
This session addresses the role of institutions in accommodating students during clinical experiences, emphasizing the need for clarity and examples in determining accommodations. The presenters explore specific clinical accommodations supported nationwide, such as Rotation Decompression, Assistive Technology, and Site Location Specifications. The session delves into the nuances of the interactive process when determining clinical accommodations, highlighting why certain accommodations may be site/rotation-specific or vary between health science programs. Additionally, it emphasizes the importance of effectively describing accommodations in student letters. The session aims to provide practical insights and best practices for disability professionals to navigate the nuanced landscape of clinical accommodations, fostering confidence and understanding in the process.
V3.2: Advancing Equity for Deaf Students: Insights from Deaf Disability Services Professionals
Kate Lewandowski M.S., National Deaf Center on Postsecondary Outcomes
Lore Kinast EdD, National Deaf Center on Postsecondary Outcomes
In this session, the National Deaf Center on Postsecondary Outcomes explores the multifaceted challenges of campus access for deaf students through a panel discussion of deaf disability services professionals. Highlighting the vital role of deaf staff in reducing microaggressions and affirming deaf students’ cultural identities, the discussion delves into the challenges deaf professionals face within the higher education system. Our diverse panel of deaf disability professionals will discuss effective communication accommodations utilizing a deaf-centered approach that enhances institutional compliance. Additionally, this session will also address the attitudinal barriers and micro-aggressive trauma witnessed by deaf professionals within the system. By sharing their experiences, the panel provides actionable insights for disability services professionals towards fostering understanding and driving systemic change to enhance campus equity and support the nuanced needs of deaf students.
V3.3: Developing Written Guidance Documents for Campus Disability Offices
Tom Thompson, MA, TMLS Consulting Inc.
Disability offices function most effectively when they can create and update key operational and implementation resources, such as an operational manual for the office, a handbook or library of online resources about accommodations and access for students and faculty, or a manual for proctoring accommodated exams. The presenter, who has served in seven leadership roles for various campuses, will provide participants with "content outlines" that participants can use for starting to build or revise their own resources, including incorporating your existing practices. The presenter will also discuss the advantages of collaborating with key campus personnel outside of the disability office, including examples such as: Faculty, Deans, Facilities, IT, Instructional Development, etc., to enable the disability office to gain early understanding and buy-in from campus partners who also have responsibilities to implement accommodations and facilitate access.
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