Friday, December 7, 2007 7:00 a.m. – 3:30 p.m. Registration Open 6th Floor Convention Center 8:00 a.m. – 2:00 p.m. Exhibits Open Ballroom 6B 8:00 a.m. – 10:15 p.m. Breakout Sessions 10:30 a.m. – 12:00 p.m. General Session II Ballroom 6A 12:00 p.m. – 1:00 p.m. Raffle Drawings Exhibit Hall, Ballroom B 1:00 p.m. – 4:30 p.m. Breakout Sessions 4:45 p.m. – 5:45 p.m. Town Hall Meetings Room 602 and Room 603 6:30 p.m. – 8:00 p.m. Dinner with Friends Sign-up in Welcome Room 601 8:00 p.m. – 11:00 p.m. Friday Night at the Movies Seattle Sheraton, Aspen Room Friday Highlights General Session II 10:30 a.m. – 12:00 p.m. Ballroom 6A Gail C. Christopher, D.N., Vice President for Programs, W.K. Kellogg Foundation A Fair Health Movement to End Racial and Ethnic Health Disparities Dr. Gail Christopher, as vice president for programs at the W.K. Kellogg Foundation, is responsible for leadership, capacity building and fostering collaboration and teamwork in the development and implementation of programming. She is nationally recognized for her pioneering work to infuse holistic health and diversity concepts into public sector programs and policy discourse. In 1996, she was elected as a fellow of the National Academy of Public Administration. In 2007, she received the Leadership Award from the Health Brain Trust of the Congressional Black Caucus. She is the author or co-author of three books, a monthly column in the Federal Times, and more than 250 articles, presentations, and publications. National print and broadcast media credits include The Washington Post, Los Angeles Times, Dallas Times, National Journal, Essence, ―Good Morning America,‖ ―The Oprah Winfrey Show,‖ NPR, and documentaries on PBS and CBS. She holds a doctor of naprapathy from the Chicago National College of Naprapathy and completed advanced study in the interdisciplinary Ph.D. program in holistic health and clinical nutrition at the Union for Experimenting Colleges and Universities at Union Graduate School of Cincinnati. John Lancaster, Executive Director, National Council on Independent Living The UN Convention on the Rights of Persons with Disabilities: What It Means to You, What You Should Do John A. Lancaster serves as the Executive Director of the National Council on Independent Living. NCIL is the oldest Disability grassroots organization run by and for people with disabilities. NCIL advances the independent living philosophy and advocates for the full integration and participation of people with disabilities in society. Mr. Lancaster is a native of the Hamburg, New York. He graduated from the University of Notre Dame in 1967 with a B.A. in the General Program of Liberal Studies. As a Second Lieutenant in the United States Marine Corps, he commanded an infantry platoon in combat during the Vietnam War earning a Purple Heart and Bronze Star in 1968. Following military service, he returned to Notre Dame for a law degree. Since 1974, he has worked as a civil rights attorney working on issues related to the integration and empowerment of people with disabilities. He has served in government from 1981–1987 for Governor Harry Hughes of Maryland as the Director of the Office for Individuals with Disabilities and again from 1991–2000 with the President‘s Committee on Employment of People with Disabilities. From 2000–2004, he worked in Vietnam as an advocate for improved civil rights and employment opportunities for people with disabilities. Treasures and Trinkets Raffle for TASH During the conference we will be having a raffle! Get your tickets at the on-site Registration Desk located in the 6th Floor Lobby. Raffle items are on display in the Exhibit Hall during exhibit hours. The drawing will be held on Friday, December 7 in the Exhibit Hall between 12:00 p.m. and 1:00 p.m. All winners must pickup their items no later than 2:00 p.m. that day in the Exhibit Hall. Town Hall Meeting I 4:45p.m. – 5:45 p.m. K-01 602 Turning the Corner: Progress Toward the Elimination of Aversives, Restraint and Seclusion Aversives, restraint, and seclusion are not a program; they are a program failure. Because they violate basic standards of humane treatment, they tend to become entrenched in hidden-away settings beyond the spotlight of community and family awareness. TASH has made it a priority to break this cycle of silence and eliminate the use of coercive interventions through a three-pronged effort involving: 1) making this threat visible; 2) doing the research to show that aversives, restraint and seclusion are not legitimate ―evidence-based practices‖ and 3) sharing winning strategies for bringing this research into practice through IEPs, behavior support plans, and their legal enforcement. Success in these areas will be used to drive policy and legislative change. This Town Hall will introduce three outstanding examples of these efforts: Isabelle Zehnder, winner of the 2006 TASH Award for Excellence in Public Service, shows what one parent can do to bring hidden stories to light; Jennifer Clarke, Esq. (for PILCOP); Fredda Brown, Chris Oliva, and Donna Gilles (for TASH) give a preview of their ground-breaking project to establish the legal and scientific foundations of our advocacy; and Douglas Loeffler and Curt Sytsma, Esq. will receive the 2007 TASH Award for Leadership in Legal Advocacy for a unique and energizing due process victory involving aversives and restraint. Discussion and participation are welcome! Town Hall Meeting II 4:45 p.m. – 5:45 p.m. K-02 603 Creating a Voice: Equity and Access for People of Color with Disabilities Wanda J. Blanchett, University of Colorado, Denver; Michael Brown, Arc of Hunterdon County, New Jersey; Allen Crocker, Childrens Hospital, Institute for Community Inclusion, Boston; Ralph W. Edwards, Massachusetts Department of Mental Retardation, Boston, MA The combination of disability and race has a negative compounding impact on the lives of individuals of color. Research findings report excessive incidence and prevalence of disabilities, over-representation in special education, high dropout rates from school, low levels of employment, negative health outcomes, and other factors contributing to poor quality of life experiences. The ―Town Meeting‖ brings together individuals with disabilities, family members, researchers and managers, educators and employers, and policy-makers to discuss the data and describe best practices to improve quality of life experiences for people of color with disabilities. Dinner with Friends 6:30 p.m. – 8:00 p.m Seattle Sheraton Lobby Sign up in the Welcome Room 601 Connect with other conference participants for dinner and a movie. Our Seattle host committee has come up with a great idea to make you feel right at home in Seattle. Choose where you would like to eat and your host will escort you to the restaurant along with 10 others. The groups will be no larger than about 10 and will go to a variety of types of eateries (range of cost, too) and all within walking distance or a very short cab ride. Who knows who will be sitting at your table! For more information ask the staff in the Welcome Room. Friday Night at the Movies Sponsored by the Seattle Convention and Visitors Bureau 8:00 p.m. – 10:00 p.m. Seattle Sheraton, Aspen Room After your dinner, join us for a pair of documentary films: Dan Habib‘s Including Samuel and Alice Elliott‘s Body and Soul: Diana & Kathy, co-winners of the TASH 2007 Positive Image Award! “Including Samuel” Dan Habib‘s documentary film Including Samuel (www.includingsamuel.com) examines the educational and social inclusion of youth with disabilities. The film is built on the efforts of Habib and his family to include Samuel, 7, in all facets of school and community. Including Samuel also features four other families with varied inclusion experiences, plus interviews with dozens of teachers, young people, parents and disability rights experts. Dan Habib has been the photography editor of the Concord (NH) Monitor newspaper since 1995, where he was a staff photographer from 1988–1992. In 2006, he was named the national Photography Editor of the Year for papers under 100,000 circulations. His freelance work has appeared in numerous publications, including Time, Newsweek, Yankee, Life, Boston Magazine, Mother Jones and the New York Times. “Body and Soul: Diana & Kathy” When Diana Braun and Kathy Conour approached Alice Elliott and asked her to make a documentary about them, no one knew where it would lead. For five years, the Academy Award-nominated director has been following them, recording their unique friendship and activism. The film chronicles their humor and passion as they navigate ―the system.‖ They search to reconnect with Diana‘s mother, travel to Washington, D.C. to lobby, and attempt to change Medicaid rules. Each journey is filled with adventure and risk. Body & Soul: Diana & Kathy is the story of a profound, creative friendship and about making a difference. SESSION F 8:00 a.m. – 9:00 a.m. SESSION G 8:00 a.m. – 10:15 a.m. F-01 G-01 303 Topic: Perspectives on Disability Level of Information: B. Theory concepts and practices: Innovations and advancements Why Do “They” Do “That”? Stories and a First-Person Account of How Autism can be Diagnosed Based on Very Little Understanding of What Autism Is Linda Rammler and Jacob Pratt, Rammler & Wood, Consultants, LLC, Middlefield, CT Appearances can be deceiving! Although DSM-IV ―kinda sorta‖ describes what some ―scientists‖ think they see in autism, faulty assumptions underlying the diagnosis result in poor ―treatment‖ decisions. From a first person and attentive observer‘s perspective, we offer a helpful approach (supported by current research on the human brain) explaining what‘s really going on AND providing ideas about necessary accommodations for the Movement, Anxiety,Communication, and Sensory challenges experienced by individuals with an autism label in the so-called ―neurotypical world.‖ F-02 G-02 304 Topic: Friendships and Family Relationships: Considerations and Opportunities Level of Information: C. Research findings Beyond High School: Friendships Formed Fifteen Years Later April Regester and George Singer, University of California, Santa Barbara This presentation documents friendships that were formed in the early 1990‘s at three high schools in the greater Santa Barbara, California area. The friendships between students with and without developmental disabilities were formed as a result of structured interventions with support of teachers and administrators. Through the use of archival documents, photos and participant interviews, this study will tell their story in order to demonstrate the benefits of inclusive education and peer supports for all students. F-03 305 Topic: Philosophy of Inclusion Level of Information: A. Theory concepts and practices: Introductory The Cultural Shift From Special Education to General Education: Planning the Journey Donna Gilles, University of Florida; Michael McSheehan, University of New Hampshire When families change their children‘s education from self-contained classrooms to general education settings, they may perceive a decrease in their comfort level with school staff. The shift to general education mimics the cultural shift that occurs when traveling to a different country. It takes knowledge of the cultural values, language, rules, etc. to ensure a positive experience. In the context of cultural shift, the presenters will discuss issues in changing placement, and will provide tools to maintain successful collaboration. F-05 G-05 401 Topic: Education Assessment Level of Information: A. Theory concepts and practices: Introductory Literacy for Students With Significant Intellectual Disabilities: Alternate Standards, Assessments and Curriculum Steven R. Lyon and Naomi Zigmond, The University of Pittsburgh, Pittsburgh, PA; Donna Lehr, Boston University This session will present and discuss the development of alternate achievement standards, assessments and curriculum progressions in literacy for students with significant intellectual disabilities. The Pennsylvania Alternate System of Assessment was developed as a system of alternate performance standards organized into a progression designed to provide access and relevance for students across a range of grade and conceptual levels. The session will feature an overview of the assessment and aggregate statewide data. presentation and discussion of a literacy progression, sample assessment items and curricular strategies for developing literacy. F-06 602 Topic: Educational Interventions for Students With the Most Significant Cognitive and Sensory Disabilities Level of Information: C. Research findings Teaching Communicative Gestures to Children With Deaf-Blindness Through Adapted Prelinguistic Milieu Teaching (PMT) Susan Bashinski, University of Kansas This session will present methodology and results of a research study that focused on teaching communicative gestures with children who have deaf-blindness. Prelinguistic milieu teaching (PMT) techniques were adapted for implementation, and provided to 11 children who had deaf-blindness and suspected intellectual disability. All children communicated at nonsymbolic levels and at very low rates at the study‘s inception. Every child demonstrated an increased rate of initiated communication during the intervention phase of this study (i.e., multiple baseline across participant design). F-07 603 Topic: Legal and Public Policy Issues Level of Information: A. Theory concepts and practices: Introductory Least Restrictive Environment: Battling Misconceptions Keith Hyatt, Western Washington University, Bellingham, WA; John Filler, University of Nevada; Yaoying Xu, Virginia Commonwealth University, Richmond, VA The concept of Least Restrictive Environment (LRE) has been one of the six guiding principles of special education law. However, it remains contentious issue with some arguing that the LRE is the general education classroom for all children and others claiming that LRE is different for different children. The purpose of this presentation is to provide a clear and coherent explanation of the concept of LRE and make the case that there is not a different LRE for different children. F-08 G-08 604 Topic: Preventive Approaches to Challenging Behavior Level of Information: C. Research findings Effectiveness of Teacher-Driven Behavior Interventions: The Prevent-Teach- Reinforce Model Rose Iovannone and Carie English, University of South Florida, Tampa, FL; Kelly Wilson and Patricia Oliver, University of Colorado at Denver, Denver, CO This presentation will give educational personnel and families a description of a prescriptive yet easily replicable positive behavior intervention research project being conducted with 200 school-based teams. The presentation will show data results highlighting the intervention effectiveness and will promote discussion on factors impacting success including fidelity of implementation, teacher characteristics, and school qualities. Participants attending the session will learn steps of a standardized process, view case examples, and obtain teacher-friendly materials that have been proven useful to school teams. F-09 G-09 605 Topic: Communication and Social Interactions: What Works. Level of Information: B. Theory concepts and practices: Innovations and advancements The (Not-So) Gentle Art of Influence Shauna Roman, Networks for Training and Development, Inc., Philadelphia, PA Are you often referred to as bossy, a pushover, or a little bit of both? How do you approach difficult situations where you want to ―manipulate‖ things to go in a certain direction? During this interactive and fun session, you will discover your own influence style and become more aware of how your influence style impacts others. The Gentle Art of Influence will explore ways of being more effective in your various roles! F-10 G-10 606 Topic: Communication and Social Interactions: What Works. Level of Information: B. Theory concepts and practices: Innovations and advancements Rhythm, Relationship, and Communication in Autism: Dynamic Approaches to Supporting Individuals With Autism Anne Donnellan, Jodi Robledo and Martha Leary, University of San Diego, Autism Institute, San Diego, CA This presentation will discuss the interconnection between rhythm, relationship, communication and autism. People with autism often communicate in unique, very personal ways that are more difficult to relate to and understand. Differences in the way people are able to use their bodies and focus their attention may lead a person to believe that a person does not communicate and does not desire relationship. This presentation will describe ways to listen to people, no matter how unconventional their ways may be. F-11 607 Topic: Communication and Social Interactions: What Works. Level of Information: E. Discussion of a controversial issue Shifting Attitudes of Related Service Providers: A Disability Studies and Critical Pedagogy Approach Ann Nevin, Florida International University & Arizona State University, Miami, FL; Robin Smith, SUNY New Paltz, New Paltz, NY The participants will explore using disability and critical pedagogy perspectives so that professionals can adopt competence oriented and collaborative attitudes and behaviors with regard to persons with disabilities. Options for outreach to related service providers will be identified. F-13 609 Topic: Preparation of Personnel Changing the Way We Think: Influencing Pre-service School Psychologists With Person-Centered Plans Carol Ann Davis and Elizabeth West, University of Washington, Seattle, WA The use of person -entered planning (PCP) for students with severe disabilities has been considered best practice for many years, yet in many states few graduate programs train their students to conduct or participate in these meetings. This study examined the conceptual changes of pre-service school psychologists who participated or facilitated a person-centered plan for a student with severe disabilities. F-14 610 Topic: Post Secondary Education Next Stop-Life: Age-Appropriate Learning Environments for Adults 18 Through 22 Vickie Mitchell, Stetson & Associates, Inc., Houston, TX Participants will learn how one district developed age-appropriate learning environments for students with intellectual disabilities, ages 18 through 22. The program was designed to resemble life after public school with increased parent involvement, transportation training, agency partnerships, employment, volunteer work, and post-secondary education. It is a ―service and not a school‖; there are ―no bells or yellow buses.‖ The student‘s instructional day is designed according to the post-school goals of the student and their family. F-15 611 Topic: Community Living Level of Information: A. Theory concepts and practices: Introductory Dreams Come True Tami Davis, Everyone’s Gifts, Port Angeles, WA Inclusion means different things to different people. My experience of inclusion has helped my dreams come true. This workshop is for everyone. The setting is the community at large, wherever people with diabilities need it. I will encourage others to make inclusion part of their lives and communities by showing how to do so by example. F-17 613 Topic: Advocacy and self-advocacy Level of Information: D. Service delivery models In Pursuit of Cultural Competency: Our Organizational Journey Bonny Johannson amd Brigitta Amor, Developmental Disabilities Resource Centre, Calgary, Alberta, Canada Calgary is growing rapidly and is becoming more and more international. We, at DDRC, want to be prepared to meet the needs of individuals and families in an open, responsive, and culturally respectful manner. We are also building bridges with Calgary‘s growing aboriginal community. We recognize cultural competency as a pursuit and not an end result. Our efforts are in the areas of: cultural awareness, cultural knowledge, cultural skill, cultural encounters, employment equity, service equity, governance and policy, and anti-discriminatory policies and practice F-19 G19 615 Topic: Employment Supports Level of Information: D. Service delivery models Customized Employment: One Agency’s Move to Better Outcome Steve Blanks and Karen Lee, SEEC, Silver Spring, MD This presentation will walk the participants through the process SEEC of Silver Spring, Maryland went through to determine what variables were stopping them from helping people achieve community employment outcomes. The participants will also learn about the strategic and tactical changes SEEC made to increase employment outcomes. Primary concepts to be discussed will be customized employment, person centered planning and organizational change. Participants will leave with tools to assist their organization increase employment outcomes for people with significant support needs. F-20 616 Topic: Employment Supports Level of Information: A. Theory concepts and practices: Introductory Logan Olson’s Self Employment Journey to Logan Magazine Laurie Olson and Logan Olson, Logan Magazine, Spokane, WA Logan Magazine began in 2004 with Logan Olson and her mother Laurie. In 2001, at age sixteen, Logan sustained a brain injury. After a long hospital stay and rehabilitation, Logan arrived home to face the day-to-day process of recovery. Logan and Laurie quickly began a quest for knowledge seeking out advice and encouragement to assist Logan with daily life. Information was difficult to find. That‘s when the dream of Logan Magazine began. Come listen to their journey to self-employment. F-21 G-21 617 Topic: Curriculum & Instruction Level of Information: B. Theory concepts and practices: Innovations and advancements Including Students With Significant Disabilities Through Schoolwide Universal Design Elizabeth Keefe, University of New Mexico; Renee Salazar Garcia, Brian Hendrix, Trindo Martinez and Cris Mancuso, John Adams Middle School, Albuquerque, NM A major challenge facing the educators and administrators in inclusive schools is implementing universal design schoolwide in order to provide meaningful instruction to students with significant disabilities in general education classrooms. This presentation will focus on the lessons learned by educators in an inclusive middle school as they redesign instruction to meet the needs of ALL students. This skill-building session will help you learn how universal design can be implemented at the middle school level to benefit of all students. F-22 618 Topic: Curriculum & Instruction Level of Information: D. Service delivery models An Overview of a Four-Step Process for Accessing the General Curriculum Michael Burdge, University of Kentucky Effective instruction must be delivered before students can be validly assessed for school accountability according to the specifications of No Child Left Behind and IDEA. This session presents an overview of a four-step process which examines instruction on grade level curriculum and then guides teachers through adapting instruction so that students of differing ability levels, learning styles, and communication characteristics can have meaningful access to the curriculum. F-23 619 Topic: Curriculum & Instruction Level of Information: A. Theory concepts and practices: Introductory Overcoming Challenges in Implementing Inclusion Programs in a Small Rural School District L.Vanessa Brody, Northern Arizona University, Flagstaff, AZ This presentation will share the experiences of a new inclusion facilitator who is working within a small rural school district to create a district-wide inclusion program for all students. Facilitators and barriers influencing implementation will be highlighted along with how the barriers were addressed. Personal experiences of what worked and was learned will also be shared in addition to data collected, stories and video about individual students‘ inclusive program experiences and strategies used to make it successful. SESSION G: 9:15 a.m. – 10:15 a.m. G-03 305 Topic: Philosophy of Inclusion Level of Information: C. Research findings The Multi-District Group: An Example of Across-District Networking and Collaboration for Educational Change Tara McLaughlin and Diane Ryndak, University of Florida; Vicky Barnitt and Stan Weser, Florida Inclusion Network, FL The Multi-District group is a professional group to support district-wide systemic change resulting in the inclusion of all students with disabilities, including those with significant disabilities. The findings from a qualitative study on the group suggest that discussing issues in an across-district format encourages learning, sharing, and problem-solving. Learning about this group may provide a model or inspiration for other states, districts and/or professionals to create similar systems to improve education for all students. G-06 602 Topic: Educational Interventions for Students With the Most Significant Cognitive and Sensory Disabilities Level of Information: A. Theory concepts and practices: Introductory Transition Portfolios: A Strategy for Facilitating Smooth Transitions Robin Greenfield, University of Idaho; Maryann Demchak, University of Nevada-Reno This session will provide guidelines for developing transition portfolios to facilitate smooth transitions to new educational settings for students with disabilities. A variety of sample portfolios and DVD examples will be shared with session participants. G-07 603 Topic: Legal and Public Policy Issues Preparing Advocates to Assist Families in Securing FAPE as Alternative to Due Process Denise Marshall, The Council of Parent Attorneys and Advocates, Inc. (COPAA), Towson, MD; Barbara Wheeler, The Center for Disability Studies and Community Inclusion at the University of Southern California University Center for Excellence, Los Angeles, CA Discussion of the development of a 230-hr course/practicum to prepare Special Education Advocates to assist families with IEP‘s and secure rights under the law; a practice supported by IDEA which encourages resolution of conflicts before due process, when possible. G-11 607 Topic: Communication and Social Interactions: What Works. Level of Information: B. Theory concepts and practices: Innovations and advancements Let’s Have a “Real” Conversation! Darlene Hanson, WAPADH, Whittier, CA This session will discuss how to move from having an interview with a person who uses an alternate mode of communication, to having a ―real‖ conversation. We will discuss our roles as a conversation partner. IMPROV is one way we are teaching ourselves to be different communication partners. We will explore our own styles of communication and practice using IMPROV, resulting in different conversations for the person who uses the alternate mode of communication. G-12 608 Topic: Preparation of Personnel Facilitating Inclusive Education: Role of the Consulting Teacher/Technical Assistant Carol Quirk, Maryland Coalition for Inclusive Education, Inc., Hanover, MD This session is for district staff (consulting teachers, instructional support teachers, special education coordinators, etc.), who help in schools that include students with disabilities. When schools request help because a student is challenging, it is adults who need assistance. Roles and relationships between special and general educators can be difficult. Differences in personality, teaching style, and knowledge base can impede a collaborative relationship. There may not be a common vision for student priorities or adult responsibilities. Participants will discuss the challenge presented to their role and brainstorm strategies to be effective with a school team. G-13 609 Topic: Preparation of Personnel Level of Information: B. Theory concepts and practices: Innovations and advancements Teaching Them to Fly: A Job-Embedded Model for Professional Development 0n Inclusion Joan Nicoll-Senft, Central Connecticut State University, New Britain, CT; Kathy Whitbread, University of Connecticut Center of Excellence in Developmental Disabilities, Farmington, CT; Anne Louise Thompson, Connecticut State Department of Education, Hartford, CT This presentation will provide an overview of the Connecticut Coaches Academy, a state funded initiative to train professionals to educate students with disabilities in general education settings. Curriculum, mentoring, demonstration lessons and portfolio development will be highlighted. Impact data on the Connecticut Coaches Academy including data from a participant survey and student outcome data will also be presented. Lessons learned over the past two years of developing and implementing this project will also be shared. G-14 610 Topic: Post Secondary Education Level of Information: B. Theory concepts and practices: Innovations and advancements Career and Community Studies: Liberal Learning for Youth With Intellectual Disabilities Rick Blumberg, Rebecca Daley and Jerry Petroff, The College of New Jersey, Ewing, NJ This presentation will address innovative opportunities for young adults to prepare for careers and adult life through participation in college programs. Representatives from the Career and Community Studies Program at the College of New Jersey will discuss the coursework, activities and supports they are offering for young adults with Intellectual Disabilities on their campus. The importance of Liberal Learning will be discussed. Examples of coursework and assessment methods will be provided. G-15 611 Topic: Community Living Level of Information: D. Service delivery models Living in Your Communities Safely Cherie Tessier, Robert Wardell and Mike Raymond, Olympia, WA Pas-Port will help the audience understand the right to hire and fire resolved problems with workers and their employees, to be able to live in their own home with the support they need, and also to be safe. G-16 612 Topic: Advocacy and self-advocacy Level of Information: B. Theory concepts and practices: Innovations and advancements Persuade, Motivate And Inspire – Storytelling for Change Carolyn Waterfall, Portland Community College, Portland, OR Leadership experts agree that the ability to inspire a shared vision is one of the most important skills a leader can possess. A well-crafted story can inspire a shared vision and persuade and motivate in a way cold facts can‘t. This workshop will guide you through the development of your own inspirational story that will engage diverse listeners, build trust, and enhance your action plan. G-17 613 Topic: Advocacy and self-advocacy Level of Information: D. Service delivery models Successes/Challenges in Underserved/Un-served Communities Multicultural Outreach, Survival Services, Senior Services Jose Martinez, Nancy Meltzer and Rebecca Kell, The Arc of King County, Seattle, WA A panel discussion regarding the successes and challenges facing families from ethnic and refugee communities, persons with developmental disabilities who are either homeless or at risk of homelessness, and older family caregivers. Families and individuals will share their stories and describe what they have experienced in order to begin to address what has worked well and the challenges we still face. G-18 614 Topic: Advocacy and self-advocacy Level of Information: E. Discussion of a controversial issue The Parent as an Advocate in the Medical Insurance Context Marla Kraus, Special Needs Advocate for Parents, Santa Monica, CA Obtaining medical insurance authorization or reimbursement for specialized services such as therapy or medical equipment is not always a simple process. This presentation will show you how to more easily maze through your medical insurance policy and get much needed benefits authorized or paid. G-20 616 Topic: Curriculum & Instruction Level of Information: A. Theory concepts and practices: Introductory Promoting Greater Independence Through Self-management and Self-directed Learning Kathryn Peckham-Hardin and Amy Hanreddy, California State University, Northridge, CA Self-management is an instructional strategy that teaches individuals of all ages how to self-monitor, self-evaluate and self-reinforce their behavior. Through this process, individuals gain greater independence in completing a variety of typical activities and routines throughout their day. Self-management strategies can also be used to help individuals self monitor and reinforce positive behaviors. This session will provide practical strategies in how to promote independence and behavioral control through the use of self-management/self-directed learning strategies. G-22 618 Topic: Curriculum & Instruction Level of Information: A. Theory concepts and practices: Introductory Understanding the Standards: Step One Deborah Taub, ILSSA–UK, Lexington, KY Access to grade level content is necessary for a variety of reasons: to facilitate inclusion, to meet NCLB and IDEA requirements, and to provide equal opportunity in education. Yet, connecting students to the curriculum can be a challenge. This session gives participants hands-on practice with step one of the Stepwise Process — deconstructing standards into the essence and level of cognitive complexity necessary to demonstrate learning. If we fully understand standard expectations, then it is possible to provide accommodations and modifications. G-23 619 Topic: Curriculum & Instruction Level of Information: B. Theory concepts and practices: Innovations and advancements Creating Quality Inclusive Out-of-Time Programs for Children With Disabilities Mary Shea and Jill Chambers, Kids Included Together, San Diego, CA Child and youth development professionals charged with delivering quality out-of-school time programs struggle to comply with legal mandates while feeling overwhelmed with high ratios, staff turnover, and lack of support and resources. Most can not imagine they are being asked to welcome and support children and youth with disabilities in their programs. This workshop will address barriers to inclusion in out-of-school time programs and suggest strategies that will build their capacity to welcome all children while facilitating real organizational change. G-24 620 Topic: Curriculum & Instruction Level of Information: A. Theory concepts and practices: Introductory Meaningful Participation: Tools For Individual Student Planning Marny Helfrich, Barb Gruber, Maryland Coalition for Inclusive Education, Hanover, MD Planning for meaningful and successful inclusion begins well before the student enters the classroom and continues throughout the year. This presentation describes a comprehensive individual student planning process that has been used to create successful inclusive educational experiences for students with significant disabilities of a variety of ages. The planning tools, collaborative teaming approaches, and strategies for overcoming common challenges are highlighted through case studies and discussion. G-25 Exhibit Hall Topic: Exhibitor Spotlight Automating Employee Scheduling and HR for Service Providers Bob Brand, CEO, ComVida Corporation, Vancouver, British Columbia, Canada ComVida‘s presentation will focus on the benefits of automating two very important functions within a service providers‘ employee management area. The topics to be covered under Human Resources will be the advantages of Web-based applications, the ability to share employee information, and empowering management with information. The discussion surrounding Staff Scheduling will cover the advantages of Web-based applications; scheduling staff based on both real time information and within an organizations‘ specific requirements, such as employment or business rules, employee qualifications, availability, skills and seniority. In addition, how employee self-service functionality creates efficiencies for providers and the ease to electronically transfer pay information to your payroll system. SESSION H 1:00 p.m. – 2:00 p.m. SESSION H/I 1:00 p.m. – 3:15 p.m. H-01 303 Topic: Perspectives on Disability Level of Information: E. Discussion of a controversial issue The Right to Risk: A Film About Disability and Risk Janet Strolle, Scott Palm and Karina Briscoe, Service Alternatives, Inc., Everett, WA Right to Risk is a beautiful documentary that follows eight individuals with disabilities who raft 225 miles down the Colorado River through the Grand Canyon. This exquisite film, which aired on KCTS in November, 2006, was produced by Kathleen Jo Ryan and John Ryan. Service Alternatives was proud to be a sponsor of the film, which uses the rafting trip as a metaphor for discussing disability, and the right of individuals with disabilities to take risks within our society. This film and the post-film discussion will challenge us to think about how society supports or fails to support risk in the lives of its citizens with disabilities. H-02 304 Topic: Friendships and Family Relationships: Considerations and Opportunities Level of Information: C. Research findings Fostering Autonomy, Relatedness and Competence as Foundations for Self- Determination Hyun-jeong Cho, University of Kansas This presentation combines a self-determination orientation with an awareness of the importance of family and other loving, supportive relationships to coping with the various problems posed by life, from my perspective of having made the transition from a person without a disability to one who is totally blind. H-03 305 Topic: Restructuring for Inclusive Schools Level of Information: D. Service delivery models Becoming an Inclusive School: A Systematic Approach to Change Barb Gruber and Marny Helfrich, Maryland Coalition for Inclusive Education, Hanover, MD What does it take to create schools that work for all children, including those with significant disabilities? Restructuring the way services are provided so that all children learn in general education classrooms in their neighborhood schools involves on-going planning, training, and reflection. Case studies of elementary schools that have engaged in a multi-year process of building-based change, including self-assessment, action planning, and professional development, will be shared. Lessons learned, barriers overcame, and applications to the secondary level will be discussed. H-04 310 Topic: Determining My Future: Person-Centered Planning Level of Information: D. Service delivery models Self-Determination in Inyo-Mono Counties, California: Findings of a Six-Year Pilot Project Michal Clark, Kern Regional Center, Bakersfield, CA; Russell Rankin, Developmental Disabilities Area Board 12, California State Council on Developmental Disabilities, Inyo, Mono, Riverside, San Bernardino Counties, CA This session will present a description of the Self-Determination Pilot implemented by Kern Regional Center in California, a discussion of our findings following six years of implementation, and recommendations for future expansion in California with transition in 2008 to Self-Directed Services funded by CMS. The Kern pilot has attempted to maximize choices and options and minimize bureaucratic red tape. Each participant works with an Independent Broker and Financial Management Service and controls funding determined in Person Centered Planning. H-05 401 Topic: Education Assessment Level of Information: A. Theory concepts and practices: Introductory Improving Educational Outcomes Through Alternate Assessment Karen Hager, University of Kentucky This presentation will address the importance of designing effective alternate assessments to meaningfully include all students, including those with significant cognitive disabilities, in educational accountability systems. The components of an alternate assessment system designed to measure independent performance of academic skills that are embedded in naturally occurring routines in natural settings will be described, along with their rationale. Components of this system designed to encourage use of effective instructional practices will be explained. H-06 602 Topic: Educational Interventions for Students With the Most Significant Cognitive and Sensory Disabilities Level of Information: C. Research findings Facts, Factors and Fantasies of Post-Secondary School Life “Youth and Family Perspectives” Jerry Petroff, The College of New Jersey, Ewing, NJ There is a current emphasis on educating all our children within a framework that reflects high expectations, achieving minimum standards and access to the core curriculum. Educational systems and programs based on this premise suggest that there will be no student left behind. However, to what extent are youth with complicated educational challenges, specifically those that have diminished or diverse sensory systems, benefiting from this current construction of public education? This session will report the descriptive results of a study engaging youth and family perspectives regarding post- secondary school life. Themes from the study will be used as a framework for discussion toward building a consensus of emerging practices that lead youth to successful adult life. H-07 I-07 603 Topic: Legal and Public Policy Issues Level of Information: E. Discussion of a controversial issue Ashley’s Treatment: Legal Findings and Advocacy Perspectives David Carlson, Washington Protection and Advocacy System, Seattle, WA Find out what advocates, families, and disability rights attorneys have to say about ―Ashley‘s Treatment.‖ See whether or not the laws to protect Ashley‘s human rights were followed when she was given hormone therapy and had surgery to stop her growth and sexual development. A panel of self-advocates, parents and disability attorneys from Washington State will present. They will talk about what ―Ashley‘s Treatment‖ says about value, inclusion, choice and civil and human rights for people with disabilities. H-09 605 Topic: Communication and Social Interactions: What Works. Level of Information: A. Theory concepts and practices: Introductory Structures of Communication in Practice Carrie Raabe, Northern Arizona University, Flagstaff, AZ; John McDermott, Institute for Human Development, NAU, Flagstaff, AZ Communication is a dynamic exercise in which people exchange thoughts and feelings. The exchange of thoughts and feelings from one person to another takes practice. The practice of communication includes: (1) situational awareness, (2) appropriate affect, (3) active listening, and (4) feedback. There is importance in the practice of communication. The social implications of effective communication are a sense of self efficacy and a bolstering of esteem. The ecological implications of effective communication are that it qualifies thoughts and feelings. H-10 I-10 606 Topic: Communication and Social Interactions: What Works. Level of Information: A. Theory concepts and practices: Introductory Social Skills in Children With Autism: What Does the Research Tell Us? Peishi Wang, Queens College, City University of New York, Flushing, NY; Anne Spillane, National University, Costa Mesa, CA The purpose of this presentation is to provide an overview of existing strategies on improving social skills in children with autism that are supported by empirical evidence and reported in peer reviewed journals. Gaps in research will be identified and its implications for teachers and families will be discussed. H-11 I-11 607 Topic: Communication and Social Interactions: What Works. Level of Information: B. Theory concepts and practices: Innovations and advancements Finding & Funding AT/AAC: Seeing MANY Ways to Get What You Need Rosa McAllister, Arcadia University, Glenside, PA and Networks for Training and Development, Inc., Valley Forge, PA; Beth McKeown and Shauna Roman, Networks for Training and Development, Inc. Valley Forge, PA; Jessica Stover, Communication Mentors’ Network of Northcentral PA, Sunbury, PA The #1 issue in AT/AAC is access and awareness — knowing what‘s out there, where to find it, how much it costs, alternative strategies and equipment, ways to try things out before purchasing, and sources of funding to help… all to find the best ―fit‖ for you and your life. Come explore some of what‘s available (high tech, lo tech, and no tech), while also learning more about traditional and some not-so-traditional resources to help get what you really need! H-12 I-12 607 New Challenges for Autism Advocacy: Now that we’ve got the visibility, where’s the vision? Pat Amos, Autism Support and Advocacy in PA (ASAP); Anne Donnellan, University of San Diego; Don Cardinal, Chapman University: Darlene Hanson, Hanson Community Services; Martha Leary, Urban Farmer Lately, there has been a great deal of media attention given to the subject of people with autism. Unfortunately, that attention (and the fundraising that frequently goes with it) has often served to perpetuate stereotypes and misinformation. People with autism remain among the most segregated and the most endangered by the use of aversives and restraint. How can we advance a positive rethinking of the lives and possibilities of people with autism that is based on a presumption of intellect and self-determination, rather than on the narrow perception of a collection of ―behaviors‖ that need to be controlled or fixed? This Learning Community will seek ways for our autism advocacy community to avoid becoming a victim of its own media ―success.‖ H-13 609 Topic: Preparation of Personnel Level of Information: B. Theory concepts and practices: Innovations and advancements Professional Development in Autism Center: Lessons Learned and Future Directions Ilene Schwartz and RinaMarie Leon-Guerrero, University of Washington, Seattle, WA The Professional Development in Autism Center provides training and support for school districts, families and communities to ensure that students with ASD have access to high quality, evidence-based educational services. In five years, the center has provided training to over 150 school districts. This presentation will discuss what we‘ve learned about effective components and limitations of training and where that knowledge has led us toward providing training at district and state levels. H-14 610 Topic: Post Secondary Education Level of Information: B. Theory concepts and practices: Innovations and advancements DREAM: An Inclusive Postsecondary Program Model for Students With Intellectual Disabilities Susan Onaitis, Arlene Stinson and Lydia Walegir, Mercer County Communiy College, NJ Our presentation focuses on the development and implementation of a successful postsecondary college experience for students with Down Syndrome and other intellectual disabilities. Presentation participants will learn about the seven key elements of program development. Participants will receive a customized program development packet and program evaluation data. Through sharing the individual progress of the first eight students in Mercer County Community College‘s DREAM program, attendees will experience program success, challenges and important lessons learned. H-15 I-15 611 Topic: Community Living Level of Information: D. Service delivery models No Groups, No Programs, No Buildings…NO KIDDING! – KFI’s Strategies and Stories James Meehan and Gail Fanjoy, KFI, Millinocket, ME While supported living, supported employment and community inclusion have become the benchmarks of success, adult service organizations and educators responsible for transition planning have struggled to realize these outcomes for people with disabilities. KFI‘s presenters will take you through its pivotal moments, explaining how we rejected our traditional roots and reinvented ourselves, detailing the dramatic changes in the organization, the individuals we support, and the communities where we live by providing services in NO GROUPS, NO PROGAMS, and NO BUILDINGS. H-16 612 Topic: Advocacy and self-advocacy Level of Information: E. Discussion of a controversial issue The Trials and Tribulations Being an Expert Witness Linda Lengyel and Beverley Evans, Duquesne University, Pittsburgh, PA This session will be a lively discussion regarding the challenges and solutions present in providing expert testimony. Interactive activities will be used to discuss 1) types of data that are essential, 2) the processes for collecting that data, 3) the do‘s and don‘ts of testimony and 4) the political pitfalls of being an ―expert.‖ This session targets anyone who has or may provide expert testimony as well as persons who may need an expert to testify on their behalf. H-17 I-17 613 Topic: Advocacy and self-advocacy Level of Information: E. Discussion of a controversial issue All in the Family: From Parental to Self-Advocacy Ralph Savarese, Grinnell College, Grinnell, Iowa/Midwest; Emily Savarese, University of Iowa, Iowa City, Iowa/Midwest; D.J. Savarese, Grinnell Middle School, Grinnell, Iowa/Midwest Part personal narrative, part practical advice, this presentation by 15-year-old Autist D.J. Savarese and his parents, Ralph and Emily, highlights D.J.‘s journey from an isolated, non-communicative foster child to a powerful disability rights advocate. Hear D.J.‘s hopes, fears, and dreams; discover how his parents argued for and facilitated his meaningful participation in regular education; and see the accommodations he used to acquire the literacy skills with which he now promotes self-determination and inclusion for all. H-18 614 Topic: Advocacy and self-advocacy Level of Information: B. Theory concepts and practices: Innovations and advancements Supporting Parents With Cognitive Delays: What Child Welfare Workers Need to Know Kathy Ballard, IUPUI, Indianapolis, IN This session will discuss a home-based program which provides support to parents with cognitive delays who are involved in the child welfare system in Indiana. Session will explore issues related to advocacy on behalf of families, strategies for teaching parenting skills and education of child welfare workers regarding cognitive disabilities. H-19 615 Topic: Employment Supports Level of Information: B. Theory concepts and practices: Innovations and advancements Creating a Culture of Employment: Philadelphia’s Vision for Employment 2010 Michael McAllister, Networks for Training and Development, Inc., Valley Forge, PA; Kathy Sykes, City of Philadelphia, Department of Behavioral Health/Mental Retardation Services, Philadelphia, PA This session will describe the multiple strategies used, the challenges encountered, and the individual outcomes achieved as Philadelphia has moved from the development of an initial vision to the reality of what it takes to achieve a culture of employment for all people with developmental disabilities. The focus of the presentation will be on concrete practices, lessons learned and specific projects that have increased the number of people working in integrated employment since the inception of this initiative in September 2006. H-20 616 Topic: Employment Supports Level of Information: B. Theory concepts and practices: Innovations and advancements Creating Real Economic Impact and Access to Assets for People with Disabilities Johnette Hartnett, National Disability Institute, Washington, DC; Richard Keeling, IRS- Stakeholder Partnerships, Education and Communication (SPEC), Atlanta, GA; Megan O’Neil, World Institute on Disability, Oakland, CA The Real Economic Impact (REI) Tour is a national initiative spearheaded by National Disability Institute (NDI) and the Stakeholder Partnerships, Education and Communication (SPEC) Department of the Internal Revenue Service (IRS), which focuses on providing tax awareness and education, free tax preparation assistance, and financial literacy to persons with disabilities. Formerly known as TaxFacts+ campaign, the REI Tour is designed to provide Americans with disabilities with insight, tools, and resources to improve their lives through financial education, training, and counseling. H-21 617 Topic: Curriculum & Instruction Level of Information: A. Theory concepts and practices: Introductory Developing Natural Supports: The Journey of Eight Wisconsin Middle and High Schools Erik Carter, Beth Swedeen and Colleen Kurkowski, University of Wisconsin-Madison Waisman Center, Madison, WI This presentation covers the journey beginning steps of eight schools as they form teams; work collaboratively with youth with and without disabilities, school staff and community businesses to develop natural supports in their school and community. Attendees will receive a front row seat to the roadblocks, revelations and creative approaches that arise when a group of people set out to positively change attitudes towards and increase opportunities for youth with disabilities in their communities. H-22 618 Topic: Curriculum & Instruction Level of Information: D. Service delivery models Outcomes of Instruction: Step Two of Process for Accessing the General Curriculum Jean Clayton, University of Kentucky, Lexington, KY Access to grade level content is necessary for a variety of reasons: to facilitate inclusion, to meet NCLB and IDEA requirements, and to provide equal opportunity in education. Yet, connecting students to the curriculum can be a challenge. This session examines the second step from the Stepwise Process focusing on further dissecting the standards in the context of a general education lesson, as well as how to determine and prioritize if necessary the outcomes of the learning. H-23 619 Topic: Curriculum & Instruction Using Peers to Teach Students With Significant Cognitive Disabilities Vocabulary in Science Fred Spooner, Diane Browder and Vicki Knight, University of North Carolina at Charlotte, NC NCLB and IDEA requires that all students demonstrate progress in science and other content areas. However, research on the efficacy of providing academic support to students with significant cognitive disabilities in the area of science is still in its infancy. The purpose of this presentation will be to describe the benefits of training peers to use the constant time delay procedure as a strategy to improve peer attitudes and vocabulary acquisition and comprehension for students with significant cognitive disabilities. H-24 I-24 620 Topic: Curriculum & Instruction Level of Information: A. Theory concepts and practices: Introductory Low Tech Communication Aids and Curricular Adaptations That Promote Successful Inclusion Polly Fernhout and Amy Meek, Los Angeles Unified School District, Los Angeles, CA Low-tech AAC devices can help students with significant disabilities maintain conversational topics with same aged peers and increase social interactions in inclusive settings. Conversation books containing photos, pictures, objects, or symbols paired with age appropriate and meaningful statements that promote reciprocal interactions has been one effective strategy used to address the area of need. The purpose of this session is to share information about planning, creating, and implementing the use of conversation books as a means to assist students with significant disabilities to have increased opportunities to address social relationship and specific communication needs while interacting with same aged peers. The adaptation process for students with significant disabilities requires planning, collaboration with general education, and prioritizing learning outcomes with educational teams. In order to adapt the grade level curriculum for students with significant disabilities, it is necessary to start with grade level content standards and follow a collaborative process that works to keep the learning expectations high and personally meaningful. Our presentation will provide a practical approach to adapting grade level curriculum and include several examples. The use of technology for students with significant disabilities will also be highlighted. H-25 Exhibit Hall Topic: Exhibitor Spotlight OASDI (Old-Age Pension, Survivors, Disability Insurance) Programs Monique Ford, Social Security Administration, Seattle, WA In the 1930s there were not any safety nets for the elderly within society. Many men and women were faced with poverty in old age. Therefore, in 1935 Franklin D. Roosevelt signed the Social Security Act of 1935 lifting many elderly out of poverty. Today, there are only about 11 percent of older people living in poverty. Since that time, Social Security has expanded into many different types of programs such as survivor‘s benefits and disability benefits, and automatic cost-of-living adjustments because of the changing needs in society. Please visit our Website at www.socialsecurity.gov or call 1-(800) 772- 1213. You can learn much more about OASDI and Supplemental Security Income programs. SESSION I 2:15 p.m. – 3:15 pm SESSION I/J 2:15 p.m. – 4:30 pm I-01 303 Topic: Perspectives on Disability Level of Information: E. Discussion of a controversial issue Cognitive Versus Neural Disability in Autism Sue Rubin, Whittier College, Whittier, CA Without an effective means of communication, non-verbal people with autism have traditionally been viewed as cognitively disabled. With access to communication many of them have shown this assumption to be false. In the experience of one such person, however, autism involves other types of neural disabilities that affect the mental landscape in which she lives, and contribute to her often presenting as a person with cognitive disabilities. Sue Rubin, an adult with autism, discusses her thinking processes. I-02 J-02 304 Topic: Friendships and Family Relationships: Considerations and Opportunities Level of Information: D. Service delivery models “Power of Youth” A Leadership Training Model for Students With and Without Disabilities Wendy Christiansen and Michele Lehoski, Washington PAVE, Tacoma, WA The Community Inclusion Program (CIP) offers educational meetings for individuals with disabilities, families, friends, neighbors and community members. A key component is to provide a nurturing environment where students of all abilities can come together at meetings to learn about friendships, relationship building, networking and have fun. The Youth Leadership Training model for students of all abilities addresses the following skills, diversity and people first language, disability awareness, communication skills, relationship building and community involvement. The Youth Leaders work together on community projects, conference presentations, mentoring and disability awareness. The structure and participatory activities will be part of the workshop. I-03 J-03 305 Topic: Philosophy of Inclusion Level of Information: D. Service delivery models LRE, Response to Intervention and Restructuring to Include and Support ALL Students Dona Meinders, LRE Resources Project-WestEd, Sacramento, CA; Ann Halvorsen, California State University, East Bay; Mary Wrenn, Berkeley Unified School District, Berkeley, CA; Linda Lee, San Francisco USD, San Francisco, CA Whole school inclusive reform examples where services have been restructured and delivered to address all students‘ needs will be presented, with self-assessment site-based tools for guiding and evaluating the effects of integrating elements such as RTI and specialized services. Problem-solving activities will be facilitated with participant groups, to examine existing structures, and to consider alternatives which utilize general and special education resources in innovative ways that improve student learning outcomes. I-04 310 Topic: Determining My Future: Person-Centered Planning Level of Information: C. Research findings Deal or No Deal: Realizing Choices, Options, and Outcomes Martin Agran, University of Wyoming, Laramie, WY; Keith Storey, Touro University, Vallejo, CA; James Martin, University of Oklahoma Teaching choice making — particularly, for individuals with significant disabilities — is essential in transition programs. However, it remains unclear when students transition into supported employment the kinds of choices they make and if those choices are supported. This panel will discuss the findings of a study on this issue and its implications. I-05 401 Topic: Education Assessment Level of Information: B. Theory concepts and practices: Innovations and advancements Meaningful Evaluation: The Contextual Assessment Process Sharon Lynch and Paula Adams, Sam Houston State University, Huntsville, TX IDEA 2004 requires an individual evaluation for persons receiving special education services. This presentation demonstrates a collaborative evaluation process that examines opportunities, strengths, and supports within the environment. Areas that are addressed in contextual evaluation include opportunities for interaction, choices, relationships, academic abilities, independent living, and communication skills. This process relies on observation, archival information, and collaboration among the team, rather than standardized testing. A protocol for collecting this information will be included. I-06 602 Topic: Advocacy and self-advocacy Level of Information: C. Research findings Bereavement Experience of Adults With Developmental Disabilities: Bereavement Counselor Perceptions Mary Ann Clute, Eastern Washington University, Cheney, WA What is the bereavement experience for adults with developmental disabilities? Data from qualitative interviews with bereavement counselors providing grief therapy to adults with developmental disabilities is analyzed using grounded theory methodology. Two themes, disconnection and potential for growth, emerge from the data. The cycle of disconnection reflects histories of unrecognized losses and continued ―protection‖ from illness and death. Growth was noted when these adults were supported, listened to and helped to discover unique ways to express the emotions of grief. I-08 J-08 604 Topic: Preventive Approaches to Challenging Behavior Level of Information: C. Research findings Training Paraeducators to Promote Augmentative Communication With Students Who Have Significant Disabilities Mary Anna Bingham, Fred Spooner and Diane Browder, University of North Carolina at Charlotte The purpose of this study was to determine the impact of training paraeducators on (a) prompting student use of augmentative communication (AAC) systems, (b) responding to student requests, (c) student use of AAC, and (d) student problem behavior via a series of multiple probe designs. Three paraeducators and three students participated. All paraeducators increased the number of times they prompted student use of AAC and responded to student requests. All students increased use of AAC and exhibited fewer problem behaviors. I-09 605 Topic: Communication and Social Interactions: What Works. Level of Information: A. Theory concepts and practices: Introductory Making the Connection: A Guide for Facilitating Peer Relationships in Children Angela Baldwin and Jennifer Bates, Cerebral Palsy of New Jersey, Ewing, NJ Cerebral Palsy of New Jersey‘s Family Support Department provides inclusive activities for children with all types of developmental disabilities through two programs; Bridges Project and Parents‘ Night Out. Both programs take place in the community and offer direct support services. The main goal of each program is to assist kids with disabilities in making social connections with their non-disabled and disabled peers. This presentation will demonstrate how to make these connections using our SOUP model: Support, Opportunity, Understanding and Perseverance. I-13 609 Topic: Preparation of Personnel Level of Information: B. Theory concepts and practices: Innovations and advancements A Dual Credential Program: Preparing General and Special Education Teachers for Inclusive Education Jacki Anderson, California State University East Bay, Hayward, CA California State University East Bay‘s special and general education faculty and program graduates will describe its unique teacher preparation process and the advantages of their concurrent, dual Education Specialist and Multiple Subject (general education) credential program to prepare highly qualified educators for inclusive schools. I-14 610 Topic: Post Secondary Education Level of Information: D. Service delivery models Creating Access to Postsecondary Education for Students With Intellectual Disabilities Debra Hart, University of Massachusetts Boston, Boston, MA This presentation will profile eight inclusive dual enrollment postsecondary education partnerships for students with intellectual disabilities. Common themes and lessons learned across all eight partnerships will be identified. Tools and tips will be shared including a checklist of promising practices, a sample of student schedules, a menu of professional development topics, and evaluation strategies and instruments. I-16 J-16 612 Topic: Advocacy and self-advocacy Level of Information: B. Theory concepts and practices: Innovations and advancements I Sure Wish I’d Said Something: Learning to Challenge Oppressive, Discriminatory Behavior Robin Smith, SUNY-New Paltz, New Paltz, NY; Mara Sapon-Shevin, Syracuse University How often do you hear someone say something offensive ... and struggle to know what to do or say? We all want to do ―the right thing‖ but sometimes we just don‘t know what that is! Come learn how to be a successful ally to people with disabilities, particularly in the face of oppressive comments and jokes. Explore the ways in which handicapism is related to racism, sexism, classism, homophobia and other forms of oppression. A highly interactive workshop! I-18 614 Topic: Advocacy and self-advocacy Level of Information: B. Theory concepts and practices: Innovations and advancements Becoming Citizens: Family Life and the Politics of Disability* Kathi Whittaker and Nancy Meltzer, Seattle Family Network, Seattle, WA The Becoming Citizens project gathered stories of Seattle families raising children with disabilities, post WW II. These parent advocates created their own programs and schools. In 1971 their efforts culminated in Education For All, a Washington State Bill, a model for Education For All Handicapped Children Act 1975. This art project book explores the relationships among disability, family life, citizenship, and art. Presenters will show images and share this social history to: teach, heal, celebrate families, and inspire advocacy for future generations. *(Schwartzenberg, S. 2005; Seattle: UW Press) I-19 615 Topic: Employment Supports Level of Information: D. Service delivery models King County Inter-Systems Collaboration With Schools: Realizing Employment Opportunities for All Kelley Faulkner and Cheryl Green, King County Developmental Disabilities Division, Seattle, WA King County spearheaded two projects engaging systems partners toward the same goal: all students with developmental disabilities will leave school with a job. ―King County School-to-Work‖ offers students supported employment services, benefits planning, and systems navigation. ―Best Practices in Transition‖ offers schools and providers technical assistance, training and opportunities to share information, resources, and best practices. The goal remains: all students, regardless of the disability they experience, will have opportunities to envision and experience initial steps on their career path. I-20 616 Topic: Determining My Future: Person-Centered Planning Reach For Your Dreams… Celebrate Abilities… Self-Employment Works for Me! Dylan Kuehl, DK Arts, Olympia, WA As the owner of his own visual and performing arts company, DK Arts, Dylan writes, ―Having Down Syndrome doesn‘t limit my artwork, I just show my expression of being that unique.‖ Come be inspired by the amazing accomplishments and talents of Dylan Kuehl. He is a proud and fearless self-advocate and international award winning artist and poet from Olympia, Washington. His presentation will dazzle you with a mix of art, poetry, dance and personality. I-21 J-21 617 Topic: Curriculum & Instruction Level of Information: A. Theory concepts and practices: Introductory Therapy Consultation in Educational Settings: A Six Stage Model and Training Module Diana Roberts, Regional and Statewide Services for Students with Orthopedic Impairments, Douglas ESD, Roseburg, OR Special education related services are most effective when provided as an integrated part of the naturally-occurring routines and activities of the child‘s school day. In contrast to the traditional model of ―pull-out‖ therapy, occupational and physical therapists are increasingly called upon to provide consultation to school staff, but often lack the skills to do so comfortably. A Six-Stage Model for school therapy consultation and a DVD/CD training module for use with therapy staff will be presented. I-22 618 Topic: Curriculum & Instruction Level of Information: D. Service delivery models Step Three of a Four-Step Process for Accessing the General Curriculum Anne Denham, University of Kentucky Step Three: Access to grade level content is necessary for a variety of reasons: to facilitate inclusion, to meet NCLB and IDEA requirements, and to provide equal opportunity in education. Yet, connecting students to the curriculum can be a challenge. This session examines the third step from the Stepwise Process looking at general education activities, identifying the barriers that exist keeping the student from learning, and identifying supports needed to overcome those barriers. I-23 J-23 619 Topic: Curriculum & Instruction Level of Information: C. Research findings Math and Science for Secondary Students With Significant Disabilities: Linking to Standards Katherine Trela and Bree Jimenez, University of North Carolina at Charlotte; Ginevra Courtade, West Virginia University, Morgantown, WV, Diane Browder Findings from a study using story-based math lessons and inquiry-based science lessons with secondary students with significant cognitive disabilities will be presented. Preliminary results show an increase in student engagement in instruction and understanding basic concepts addressed in typical secondary courses such as geometry, algebra, chemistry, and earth science. This session will contribute to understanding how to access secondary general education math and science curriculum and support individual learning needs of students with significant disabilities. SESSION J: 3:30 p.m. – 4:30 p.m. J-04 310 Topic: Post Secondary Education ACCESS: The Inclusive College Service Pat Fratange and Ann Atkins, Onondaga Community Living in collaboration with Syracuse University Continuing Education University College, Syracuse, NY Onondaga Community Living listened to people about their interest in higher education — people who transitioned out of high school, were institutionalized and never had formal education, were adults who never had the opportunity to take college level classes, and many who had alternate communication skills. After months of thinking together with the perspective students and their families, a university was approached about working in collaboration with OCL to make this a reality for people with significant needs. The dream was registering for typical college classes of their choice and taking classes along side of all other typical college students. OCL now supports six students with a variety of needs with 1:1 support in taking ordinary college level classes according to each of their interests. OCL will share a bit about the service, what we have learned and struggle with, and the stories of the students. J-07 603 Topic: Legal and Public Policy Issues Using Restraints With Restraint: The Impact of IDEA 2004 on Behavioral Interventions Douglas Loeffler and Curt Systma IDEA 2004 requires educational programs be based on peer-reviewed research ‗to the extent practicable‘. This requirement fundamentally alters public schools‘ ability to utilize programs incorporating seclusion or physical restraint. The effect of this change on behavioral approaches should not be under-estimated. J-09 605 Topic: Communication and Social Interactions: What Works. Level of Information: A. Theory concepts and practices: Introductory Early Childhood/Early Elementary Social and Play Strategies Judith Terpstra and Ron Tamura, Southern Connecticut State University, New Haven, CT This presentation is intended for special educators or general educators who teach in inclusion settings or are working to prepare children with disabilities into inclusion settings at the early childhood or early elementary levels. Multiple strategies for increasing social and play skills will be presented along with research regarding strategies. J-10 606 Topic: Communication and Social Interactions: What Works. Level of Information: C. Research findings Parent Participation When Your Child Has a Disability: Conclusions From Action Research Loui Lord Nelson, Reliable Alliance in Special Education, Inc., Indianapolis, IN How do parents of children with disabilities participate in schools? How do different schools work to engage parents of children with disabilities outside of disability policy requirements? If schools want to improve the participation of these parents, how do they do it? Come hear how parents of children with disabilities and education professionals used Action Research to tackle these three questions. Their responses might surprise you. J-11 607 Topic: Communication and Social Interactions: What Works. Level of Information: B. Theory concepts and practices: Innovations and advancements Leaving the World of Silence Tracy Thresher and Harvey Lavoy, Communtiy Developmental Services, Barre, VT I am Tracy Thresher and I want to share my thoughts on having a voice. Most people take their ability to speak for granted, I take my inability to speak quite seriously — I live with it everyday. I will show people how a silent autistic man was first introduced to typing to communicate and how that changed my life and will show how reading my typing out loud is helping me to learn to speak. I will first read my presentation out loud to the audience and then be happy to answers questions. J-13 609 Topic: Employment Supports Level of Information: C. Research findings Predictors for Integrated Employment for Transitioning Students Jan S. Weiner and Robert Aisawa, California State University, Fullerton, Fullerton, CA; Steve Zivolich, Integrated Resources Institute, Irvine, CA Least restrictive environment and community-based teaching that includes on the job instruction were correlated with integrated employment outcomes for 104 transitioning students with severe disabilities. The participants of this three-year study included students with severe disabilities in the Orange County, California, public school system that exited school at 22 years of age. The variables that predictors of successful integrated employment at the time of transition were: duration of community-based teaching that included on-the-job training, and inclusion with typical peers. J-14 610 Topic: Post Secondary Education Level of Information: B. Theory concepts and practices: Innovations and advancements Students With Intellectual Disabilities in Postsecondary Education, Considering the Effects of Culture Teresa Whelley and Jean Kiyabu, Hawaii State Department of Education, Honolulu, HI The Knowledge Project in a project that supports young adults in attending postsecondary education. The evolution of this project will be described from a one day workshop in 2005 through the granting of a contract in June of 2006 from the State Department of Education and the implementation of supports. Two tracks were followed. One track was about gathering the resources to support the youth as they entered college. The other track was about planning for them as they progressed through high school and into college. Hawaii is a multi cultural community. The most important lessons learned were those regarding culture. First barriers created due to the cultural context are delineated and second, strategies to overcome these barriers are described. J-15 611 Topic: Community Living Level of Information: D. Service delivery models The Joy of Listening – Spectrum Society: Celebrating Twenty Years of Community Based Excellence Aaron Johannes and Ernie Baatz, Simon Fraser University, Burnaby, British Columbia, Canada; Shirley Birtwistle and Shirlane Drew For 20 years, Spectrum Society has represented best-practice concepts in helping folks with disabilities and their families find flexible, sustainable supports that meet their needs in community based programs. To meet this goal we‘ve focused on leadership at every level and on listening to all our stakeholders, rather than trying to tell people what they need or what they can have. J-17 613 Topic: Advocacy and self-advocacy Level of Information: E. Discussion of a controversial issue Children: Warehoused and Abused Isabelle Zehnder, Coalition Against Institutionalized Child Abuse (CAICA), Vancouver, WA The multi-billion dollar troubled child/teen industry emerged in the 90‘s and flourished, conning desperate parents into hiring teen escort services (legalized kidnappers) to transport their children, some with disabilities, some with mental health issues, to facilities inside and outside the US, sometimes for years with virtually no communication with the outside world — most are unaware it exists. These child-savers are unqualified to educate or treat children, their methods more dangerous than effective. Many children are abused, neglected, some have died. J-19 615 Topic: Employment Supports Level of Information: C. Research findings The State of the States in Integrated Employment: Current outcomes, practices and challenges Heike Boeltzig and John Butterworth, Institute for Community Inclusion/University of Massachusetts Boston, Boston, MA This presentation will provide a current snapshot of employment outcomes and practices from the results of two surveys: one focused on individuals who recently entered employment with the support of a community rehabilitation provider (CRP) and one focused on the outcomes, values, and goals of CRPs. The session will address implications for policy and practice, and engage participants in a discussion of strategies for supporting change on a CRP and systems level. J-20 616 Topic: Employment Supports Level of Information: D. Service delivery models Modernization of the AbilityOne Program (formerly the Javits-Wagner-O’Day Program) Denise Perka, NISH, Vienna, VA The upcoming modernization of the JWOD Act and other strategic initiatives currently underway at NISH will be discussed. Focus of the session will be on JWOD Act modernization and disability policy. Attendees at the session will also be updated on current NISH workforce initiatives, including the establishment of the NISH Institute on Economic Empowerment for People with Significant Barriers to Employment, NISH Customized Employment pilot sites, and other programs providing employment options to the largest workforce of persons with severe disabilities in the USA. J-22 618 Topic: Curriculum & Instruction Level of Information: D. Service delivery models Step Four: Embedding IEP Goals and Objectives in Grade-Level, Standards-Based Instruction Lou-Ann Land and Anne Denham, University of Kentucky Access to grade level content is necessary for a variety of reasons: to facilitate inclusion, to meet NCLB and IDEA requirements, and to provide equal opportunity in education. Yet, developing standards-based IEPs that enable a child to be involved in and make progress in the general education curriculum and meet the child‘s other educational needs is challenging. This session examines the fourth step of the Stepwise Process focusing on access to curriculum, IEP, and assessment while keeping the IEP individualized. J-24 620 Topic: Curriculum & Instruction Level of Information: D. Service delivery models Cortical Visual Impairment: Recognizing Characteristics and Designing Educational Interventions to Improve Outcomes Susan Edelman, University of Vermont, Burlington, VT; Diane Kelly, University of Maryland, College Park, MD Cortical Visual Impairment (CVI) is the leading cause of visual impairment in children in the western world. Recognition of characteristic visual behaviors in diagnosed children is vital for members of their educational or early intervention teams. Presenters representing CVI teams from four states will share stories, instructional strategies, and adaptive materials to describe CVI, its characteristics and environmental accommodations to improve visual functioning in natural routines and learning activities based on the work of Dr. Christine Roman. SESSION K 4:45 p.m. – 5:45 p.m. K-01 602 TOWN HALL MEETING Turning the Corner: Progress Toward the Elimination of Aversives, Restraint and Seclusion Aversives, restraint, and seclusion are not a program; they are a program failure. Because they violate basic standards of humane treatment, they tend to become entrenched in hidden-away settings beyond the spotlight of community and family awareness. TASH has made it a priority to break this cycle of silence and eliminate the use of coercive interventions through a three-pronged effort involving: 1) making this threat visible; 2) doing the research to show that aversives, restraint and seclusion are not legitimate ―evidence-based practices‖ and 3) sharing winning strategies for bringing this research into practice through IEPs, behavior support plans, and their legal enforcement. Success in these areas will be used to drive policy and legislative change. This Town Hall will introduce three outstanding examples of these efforts: Isabelle Zehnder, winner of the 2006 TASH Award for Excellence in Public Service, shows what one parent can do to bring hidden stories to light; Jennifer Clarke, Esq. (for PILCOP); Fredda Brown, Chris Oliva, and Donna Gilles (for TASH) give a preview of their ground-breaking project to establish the legal and scientific foundations of our advocacy; and Douglas Loeffler and Curt Sytsma, Esq. will receive the 2007 TASH Award for Leadership in Legal Advocacy for a unique and energizing due process victory involving aversives and restraint. Discussion and participation are welcome! Leadership in Legal Advocacy Defending the right of people with disabilities to live free of dangerous and inhumane interventions. Douglas Loeffler and Curt Systma, Esq. Parent Doug Loeffler and Iowa attorney Curt Systma prevailed in a significant Due Process which argued that seclusion, restraint, and the use of aversive interventions do not constitute an evidence-based behavior plan for the IEP of Loeffler‘s daughter. Since winning this Due Process, Loeffler has embarked on a campaign to share his daughter‘s story in an effort to promote change in school systems nationwide. Sytsma continues to devote his practice solely to helping children and their families achieve success in the school system. K-02 603 TOWN HALL MEETING Creating a Voice: Equity and Access for People of Color With Disabilities Wanda J. Blanchett, University of Colorado, Denver; Michael Brown, Arc of Hunterdon County, NJ; Allen Crocker, Childrens Hospital, Institute for Community Inclusion, Boston, MA; Ralph W. Edwards, Massachusetts Department of Mental Retardation, Boston, MA The combination of disability and race has a negative compounding impact on the lives of individuals of color. Research findings report excessive incidence and prevalence of disabilities, over-representation in special education, high dropout rates from school, low levels of employment, negative health outcomes, and other factors contributing to poor quality of life experiences. The ―Town Meeting‖ brings together individuals with disabilities, family members, researchers and managers, educators and employers, and policy-makers to discuss the data and describe best practices to improve quality of life experiences for people of color with disabilities.