2017 TASH Conference

1:00-1:10
Introduction
George H. Singer, Ph.D.

1:10-1:50
Teaching Safety Skills Needed for Community Living to Individuals with Developmental Disabilities
Kelly Kearney, Ph.D.; Michael Brady, Ph.D; David Garcia, Ed.D, BCBA-D

This research symposium will present findings from four different studies that focused on teaching safety skills to individuals with developmental disabilities. The session will end with discussion around safety skill acquisition and emergency preparedness instruction as a means to facilitate independent community living for adults with developmental disabilities. The four studies discussed will be: Using Modeling and Rehearsal to Teach Fire Safety to Children with Autism Teaching Individuals with Autism Spectrum Disorder Safe Pedestrian Skills Using Video Modeling with In Situ Video Prompting Using Peer-Mediated Literacy-Based Behavioral Interventions to Increase First Aid Safety Skills in Students with Developmental Disabilities Using Total Task Chaining to Teach Adults with Developmental Disabilities to Perform CPR.

1:45-1:50 – Questions & Answers

1:55-2:35
Educational Services for Students who are Deafblind: Filling in the Gaps
Genevieve Francoeur-Anderson; Silvia Correa-Torres, Ph.D.; Lanya McKittrick; Tara Brown-Ogilvie

Dual sensory loss results in a unique disability that cannot be understood simply by adding up the effects of vision loss with the effects of hearing loss. Children who are deafblind have complex learning needs that cannot be appropriately addressed within special education programs solely for children with deafness or blindness. Teachers of the Visually Impaired, Teachers of the Deaf, and Orientation and Mobility Specialists are called upon to meet the unique needs of students who are deafblind. This presentation will explore how teachers and service providers meet the challenge of providing educational services to these students. It will review the findings from four different studies all of which examined how children who are deafblind are being educated. Current practices employed by the educators who work with students who are deafblind and their perceived needs when working with this population will be presented. The evaluation of the educational services provided to children who are deafblind is essential to ensuring an equitable education in an inclusive setting.

2:30-2:35 – Questions & Answers

2:40-3:20
Finding Equity, Opportunity, and Inclusion From State to State in Inclusive Post-Secondary Education
Ann Marie Licata, Ph.D.; Clare Papay, Ph.D.; Beth Myers, Ed.D.;  Micah Fialka-Feldman, Self-Advocate; Margo Vreeburg Izzo, Ph.D.; Mary E. Morningstar, Ph.D.

• Developing Supports for Full Academic Inclusion of Students with Intellectual Disabilities in a Large University
+ To describe the process and outcomes associated with universally designed supports for students and faculty engaged in the KU Transition to Postsecondary Education (KU TPE) project. We will share preliminary results for supporting students with intellectual disability who are fully included in university coursework.
• Enhancing Employment Outcomes through Inclusive Postsecondary Education
+ Numerous researchers report that employment outcomes for youth with ID are among the poorest of any disability group. We will describe the types of inclusive postsecondary services that are delivered to increase employment outcomes. Researchers will describe the intensity and variety of inclusive services such as internships in integrated settings that increase student outcomes. We will share on-line resources so others can replicate evidence based practices.
• Inclusive Universe: Student Representation and Self-Advocacy in Inclusive Higher Education
+ The voices of students with disability are often marginalized in higher education research. This work aims to center the work of students with intellectual and developmental disability in inclusive higher education, creating space for self-representation around the college experience.
• Measuring the Quality of Life in Inclusive Postsecondary Education
+ This work aims to show the change in one's perceived "Quality of Life" as a result of participation in an authentically inclusive postsecondary education program at Millersville University.

3:15-3:20 – Questions & Answers

3:25-4:05
Measuring the Gap: State of Math Research and Practice in Severe Disabilities
Jenny Root, Ph.D., BCBA; Alicia Saunders, Ph.D.; Angel Lee, Ph.D.; Fred Spooner, Ph.D.

The importance of high quality instruction for students with severe disabilities continues to be at the forefront of legislatures, researchers, practitioners, and parents (e.g., Endrew v. Douglas County). Consideration of the "school effects" of mathematics highlights the importance of access to the full general education curriculum, as unlike literacy, school is likely the only place individuals with severe disability will receive instruction in mathematics (Van de Walle et al., 2016). Intensive and systematic instruction is the key to equity, opportunity, and inclusion in the area of mathematics. It has been documented that students with severe disability can learn academic skills when provided high-quality instruction (e.g., Spooner, McKissick, & Knight, 2017). While the field's knowledge of effective practices is expanding as a result of an increased emphasis on academic learning for students with severe disability, the impact the evidence-based practice movement on teacher preparation, planning, and instruction in the area of mathematics for students with severe disability is unknown. Simply increasing research knowledge and hoping to see a corresponding increase in practice does not fulfill the promise of standards-based instruction for students with severe disability. This research symposium will present the current state of research and practice in mathematics instruction for students with severe disability.

4:00-4:05 – Questions & Answers

4:05-4:10
Closing remarks
George H. Singer, Ph.D.