Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Still We Rise for Equity, Opportunity, and Inclusion,” shows the resilience of individuals with disabilities and their families across the lifespan. Conference attendees will celebrate their passion for disability rights, civil rights, and human rights while exploring inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs. Return to TASH website.
8:00- 8:30 AM
Establishing a Professional Identity Vicki Knight, Andrea Ruppar, and Virginia Walker
8:30- 9:15 AM
Session A: Developing and Sustaining a Research Agenda Vicki Knight and Fred Spooner
Session B: The Job Search Jami Pettner-Arrey, Andrea Ruppar, and Amy Toson
9:15-10:00
Session A: Teacher Preparation Stacy Dymond and Donna Lehr
Session B: Promotion and Tenure Marty Agran and Fred Spooner
10:00-10:45 AM
Grants and External Funding Bethany McKissick and Mary Morningstar
10:45-11:30 AM
Service and Professional Development Jacki Anderson
11:30 AM-12:15 PM
Publishing Marty Agran, Susan Copeland, Stacy Dymond, Donna Lehr, and Fred Spooner
The International Chapter Workshop (group discussion) is intended to expand TASH's International Committee so that TASH will strengthen its international involvement, its connections, and its efforts as well as increasing members around the world who can share TASH's values and promote its activities and mission.
Individuals from various countries including international professionals, families and other community members, who play an active role in getting involved in issues impacting individuals with significant disabilities, will participate in the workshop (group discussion).
During the workshop (group discussion), the structure, major goal, specific responsibilities, policies, and activities of the International Chapter will be discussed. The workshop (group discussion) will also give particpants an opportunity to speak about their experiences and challenges they face in their respecitve countries in advocating for human rights and inclusion for people with disabilities.
Agenda
2:30 - 3:00 - Introductions
Name, state/region, projects / goals / challenges / accomplishments of state / region chapter
3:00 - 3:30 - Ruthie & Ralph
Current state of TASH
Future Vision - Advocacy Teams
Role of Chapters
3:30 - 4:00 - Policy Update
Tia & Raquel
Inclusive Education Committee member TBD
4:00 - 4:45 - Activity Centers
Activity Centers (choose based on interest)
4:45 - 5:00 - Wrap Up & Looking Ahead
Meeting schedule for 2018
Future topics - Advocacy Team Follow-Up, Summer Retreat
Conference Announcements
Mr. Connolly Has ALS, directed by Dan Habib, features a high school principal who is embraced by his community as he continues to lead the school, despite rapidly losing his ability to walk and speak due to the debilitating effects of Amyotrophic Lateral Sclerosis (ALS). After the screening, Rud & Ann Turnbull will host a 10-15 minute Q&A session.
On June 14, 2017, TASH presented Thomas J. Gilhool with its first annual Outstanding Leadership in Disability Law Award at a symposium and dinner that focused on the right to education. Thomas J. Gilhool was selected as the first recipient of this award for his successful legal advocacy in PARC v. Commonwealth of Pennsylvania, the lawsuit that set the stage for the passage of P.L..94-142 (now IDEA). At the symposium, he and three colleagues discussed the implications of the Endrew F. decision on the future of special education. This session recreates that panel presentation and offers insights into the future of the right to education in the 21st century.
This session will include an overview of Communicators: A Paraprofessional Training Program, co-authored by a CHIME SpEd Teacher and SLP, which discusses over 15 practical strategies that paraprofessionsl can immediately implement to better serve the students with whom they support.
Supported decision-making represents a fundamental shift in thinking about the best ways to support the independence, autonomy, dignity and self-determination of people with disabilities. Learn about the successes and challenges of implementing supported decision-making as an alternative to Guardianship across disabilities. Hear from family members, practitioners and advocates about a statewide collaboration, results of a national summit and a national parents survey. Participants will recieve a copy of a soon to be published TASH newsletter on supported decision-making.
This study is a preliminary study on bilingualism in Korean-American children with autism and other developmental disabilities by conducting a content analysis on 26 threads and 141 replies posted by Korean-American parents in an online support community. Contrary to the literature on bilingualism in autism, Korean-American parents were found to share inaccurate information with the community. To enhance communication with parents with limited English skills, professionals and practitioners may need to invest additional resources such as user-friendly online information sources and to promote online interactions with parents of children with autism and other developmental disabilities.