University of Connecticut University of UC Title Fallback Connecticut

Information [2010]

Tuesday, June 22 – Friday, June 25

& Saturday, June 26, 2010

The Saratoga Hilton

Saratoga Springs, New York

sponsored by the

Center on Postsecondary Education and Disability

University of Connecticut

Notes from the Institute Manager

Visit us on Facebook

The purpose of this Facebook account is to give you a place via the Discussion page to hook up with colleagues before the Institute re ride sharing or perhaps room sharing to reduce expenses and a place for everyone to continue collaborating after the Institute!

How do You Meet the Unique Needs of College Students with Disabilities?

Come learn skills you’ll use every day! The objective of this Training Institute is to assist concerned professionals to meet the unique needs of college students with disabilities. Participants can select from a variety of Strands, Single Sessions, a Mini-Strand and a Post-Session taught by experts in the field that provide participants with in-depth information and adequate time for questions and follow-up activities.

Participants also have opportunities to share information and network with each other at various activities throughout the week.

Should You Attend?

Yes! If you are one of the following, you should attend this Institute:

  • LD/Disability Specialist
  • 504/ADA Administrator
  • Administrator
  • Faculty / Instructor / Tutor
  • Educational and Career Counselors
  • Academic Skills Center Personnel

Poster Session (Tuesday evening, 7:30-9:00) 

  • Facilitating Success for Students with Disabilities: Results from a USDE Grant ~ Larry Markle, Ball State University, IN
  • Higher Education Access: A Universal Design Demonstration Project ~ Ashley Watts & Sarah Ott, West Virginia University
  • Social Skills Group at Southern New Hampshire University ~ Liz Henley, Southern New Hampshire University
  • Expanding Cultural Awareness of Exceptional Learners (EXCEL) at the University of Oregon ~ Allison Lombardi, University of Oregon
  • Serving Wounded Warriors: Current Practices ~ Wayne K. Miller, II, University of Connecticut
  • Using Technology to Implement Universal Design for Learning at the University of Iowa ~ James Stachowiak & Tom Shaff, University of Iowa
  • New Decade, New Opportunities: Building Capacity with Universal Design for Learning (UDL) ~ Bobbi Atkins & Mari Guillermo, San Diego State University
  • e-Tools for Applying Universal Design for Instruction to the Online and Tech Blended Learning Environments ~ Kim McKeown, Joseph Madaus, & Manju Banerjee, University of Connecticut
  • SciTrainU: An Introduction to Online Resources for Universal Design for Learning for STEM Faculty ~ Robert Todd & Katherine Mancuso, Georgia Institute of Technology
  • Beyond Access: Implementing Innovations within Postsecondary Disability Service Programs in Changing Times ~ Christine Wenzel, Bryanna Anderson, & Manju Banerjee, University of Connecticut
  • Summer LINKS: A College Transition Program ~ Jennifer Aitken & Tracy Amerman, New Jersey City University, NJ
  • Universal Design, Multiculturalism, and Mentoring Supports for Students with Disabilities in Postsecondary Education ~ Kelly D. Roberts & Robert A. Stodden, University of Hawaii, Honolulu
  • Students with Disabilities Show Differential Gains to Time Management Consulting ~ Laura E. Vanderberg, Tufts University, MA
  • Academic Vodcasts: Remedial References for Deaf and Hard of Hearing Students ~ Tia Ivanko, Bergen Community College, NJ
  • Scheduling and Communication Solutions for Disability Service Providers ~ Tia Ivanko, Maria Bohn, & Jennifer Flynn, Bergen Community College, NJ
  • Leveraging Community Supports for Student Success ~ Marie Hicks, Achieving in Higher Education with Autism/Developmental Disabilities (AHEADD), PA
  • Access for All: Implementing an Online Disability as Diversity Training for Faculty and Staff at Your University ~ Romel Mackelprang, Eastern Washington University, WA

More coming!

Strand Descriptions

Please note: Each Strand is continuous for three days. You will make one choice from Strand I and one choice from Strand II. Also note the level of the Strand appears in parentheses after the title. Please select your attendance accordingly.

Attention Internet Explorer 8 users: I’ve received a report that the strands listed under Strand I show up as A, A, A, A. They should, indeed, be reading A-Merchant & Parker; B-Kincaid; C-Nolting; and D-Trueba.

Strand I, Sessions A-D (Wednesday, Thursday, and Friday, 8:30-10:15):

  1. Learning Disability (LD) and Attention Deficit/Hyperactivity Disorder (ADHD) Documentation 101 (novice) ~ Deborah Merchant, Ph.D., Keene State College, NH & David R. Parker, Ph.D., Wayne State University and Children’s Resource Group (CRG, Inc.), IN. Novices to the field of postsecondary disability services may feel overwhelmed and confused when reviewing evaluations of students with LD or ADHD. What do these reports tell us and how can we use them to make eligibility/accommodations decisions? Geared for newcomers to the field, this strand will include information related to the fundamentals of assessment, common methods of diagnosing LD and ADHD, widely-used assessment instruments, and recommended practices for documentation review. Participants will have hands-on opportunities to explore tools and methods for determining reasonable accommodations based on example documentation provided by the presenters.
  2. A New Decade: New ADA Challenges for Postsecondary Institutions (intermediate) ~ Jeanne M. Kincaid, J.D., Drummond, Woodsum & MacMahon, NH. In this strand, Attorney Kincaid will update the participants on the status of proposed regulations under the Americans with Disabilities Act (ADA), including the currently pending proposed EEOC Title I regulations that apply to employment (often borrowed by the courts in interpreting who qualifies as disabled in higher education settings). It is quite possible that the Department of Justice will be issuing final regulations under Titles II and III which may address the extent of documentation that may be required to establish one’s disability as well as the redefining of “service animals.” Attorney Kincaid predicts that more litigation will ensue as a result of the ADA’s expansion and will update the participants about recent court and agency rulings to help guide your campus in complying with both the ADA and the Rehabilitation Act.
  3. Math Strategies: How to Improve the Success of Students with Disabilities including the Wounded Warriors (all levels) ~ Paul Nolting, Ph.D., State College of Florida. Participants will learn how to effectively use math study skills, understand how processing deficits affect mathematics learning, recommend appropriate math classroom/testing accommodations, and to understand how to use math manipulatives to improve student learning. Participants will learn note-taking, homework, problem-solving, test anxiety reduction, and test-taking skills. Participants will be able to explain to math instructors which processing deficits cause the most learning difficulties and the reason for each accommodation. Participants will practice with math manipulatives, be able to bring samples back to their institution, and be provided with the concepts behind multimodality instruction. A special focus will be on the wounded warriors and their learning problems with traumatic brain injuries.
  4. Disability Services 101: A Guide to Managing Services and Accommodations for Small to Mid-Sized Student Disability Programs (beginner) ~ Cathy Trueba, M.A., University of Wisconsin, Madison. In this session, new directors will be assisted in learning the basics of running a disability services program whether they are in an established program or building from the ground up. The presenter will draw upon her experiences at two very different institutions, one small private and one large public, and explore how to use time and resources profitably, place your energy wisely, and establish stability in the face of chaos. Three themes will be addressed across the three sessions: “Building a Campus Infrastructure,” “Working with Students with Disabilities (including eligibility determination and emerging populations)”, and a potpourri on Day 3 on individual topics that are of particular interest to attendees. A survey will be sent to all attendees to assess primary challenges and interests so the sessions are tailored to attendee needs. Although the target audience for this session is program managers new to disability services, many of the strategies and approaches offered may be relevant to a more seasoned program director looking to engage in a program review, hire new staff, or take services in a new direction. Expect to hear an honest accounting of the process and pitfalls experienced, lessons learned, and progress toward positive outcomes for students with disabilities and the campus community. There will be opportunities for small and large group discussion regarding unique challenges faced at the institutions of the attendees.

Strand II, Sessions E-H (Wednesday, Thursday, and Friday, 10:30-12:15):

  1. Talking the Talk: Program Visibility and Success Through Effective Communication (all levels) ~ Linda Refsland, Ph.D., William Paterson University, NJ. Although disability service programs are a critical component to campus life for many students, they often suffer from a lack of visibility across campus. Effective program-centered communication is critical to a program’s visibility and success. In this strand, the presenters will address effective models of program communication, how to improve visibility, and assist participants in working through a communication plan for their program.
  2. Integrating Assistive Technology with Learning Strategies (beginner/intermediate) ~ Diane Berzins, M.Ed. & Marlene McIntosh, MBA, Cambrian College, Ontario. Assistive technology can become more beneficial to students with learning disabilities if it is combined with appropriate learning strategies. After 10 years of teaching both assistive technology and learning strategies to students with learning disabilities at college, the presenters have discovered that assistive technology on its own is not the answer. Their experience has shown that learning strategies integrated with assistive technology is the key to success. The presenters will demonstrate how they integrate and teach learning strategies with assistive technology to students with learning disabilities.
  3. Social Dyslexia and Students with Autism/Asperger’s Syndrome (intermediate) ~ Jane Thierfeld Brown, Ed.D., University of Connecticut Law School & Christine Wenzel, M.A., University of Connecticut. Students on the Autism Spectrum will continue to increase in numbers on college campuses. The major challenge for this population is the social nature of higher education. Social Thinking (Garcia Winner) is a crucial part of the education of students on the specrum. In this strand, the presenters will examine issues of accommodation, social skills through Social Thinking, specialized college programs and integration into campus life.
  4. Mining Learning Disability and ADHD Documentation for Clues to Specific Accommodations (advanced) ~ Manju Banerjee, Ph.D., University of Connecticut & Loring Brinckerhoff, Ph.D., Educational Testing Service, NJ. In this presentation, participants will learn to look for specific markers (diagnostic, psychometric, and historical evidence) within disability documentation in making eligibility decisions regarding: 1) foreign language course substitutions; 2) note-taker services; 3) reduced course load; and 4) alternative media. Specifically, participants will learn ways to elicit information from a potpourri of disability documents such as the neuropsychological report, Summary of Performance, IEP, and 504 plan. Presenters will introduce a new Documentation Decision Making Model for determining eligibility for these accommodation requests.

Mini-Strand (Wednesday and Thursday, 7:00-9:00 p.m.)

    Accommodating Students with Psychiatric Disabilities in the Postsecondary Environment (all levels) ~ Lauri DiGalbo, M.Ed., Central Connecticut State University & Transitional Consulting Services, CT. In this session, the presenter will cover three distinct areas that are of concern to faculty and staff of postsecondary institutions when dealing with students who have psychiatric disabilities. The differentiation between psychiatric disability and “bad behavior” on campus will be discussed in terms of the institution’s responsibility for accommodation. Specific attention will be paid to disability coordinator concerns around documentation, and models of Behavior Conduct Policy and Practice will be discussed. Participants will leave with concrete strategies for dealing with students who have psychiatric disabilities and those who exhibit inappropriate behavior in the classroom, in the residence, and elsewhere on campus.

Note: So that we may plan accordingly, please indicate on your registration form whether you will be attending this evening session. Thank you!!

Single Sessions (Wednesday, Thursday, and Friday, 2:00-4:00)

Click here to view Single Session information. You do not need to register for Single Sessions.

Saturday Post-Session ~ Wounded Warriors

It is estimated by the American Council on Education that over two million veterans returning from Iraq and Afghanistan wars will enroll in postsecondary education. Of this group, many will have disabilities that impact their ability to succeed in college. For example, according to a report by the RAND Corporation (2008), 20% of these veterans have post-traumatic stress disorder (PTSD) or major depression, while 19% have experienced traumatic brain injury (TBI).

Recent amendments and reauthorizations to laws such as the Americans with Disabilities Amendments Act of 2008, the Higher Education Act, and the Post 9/11 Veterans Educational Assistance Act of 2008 create new challenges for disability service providers. But these laws also present opportunities to become campus leaders in developing and delivering services for this deserving group of students.

This multi-part Post-Session on wounded warriors will feature experts and a range of topics. Included will be the legal rights of students and the responsibilities of institutions; the Office for Civil Rights initiatives in serving wounded warriors; and the physical, cognitive, and emotional needs of wounded warriors.

From War to the Classroom: Challenges and Considerations (all levels) ~ Meredith Powers-Lupo, LICSW, Department of Veteran Affairs, VA Boston Health Care System. Participants will be provided with an overview of the challenges facing our newest veterans as they return from war and enter the classroom. Cultural and reintegration issues, physical, cognitive, and emotional challenges (particularly related to war-specific injuries), differences between genders and developmental issues will be addressed.

Wounded Warriors in Transition: Military Service to College (beginner) ~ Emily Frangos, J.D., Office for Civil Rights, NY. OCR’s portion of this post-session will provide attendees with information regarding how section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 protect students who acquired disabilities during military service. Attendees will also learn about the different military, Veterans Administration, Section 504 and Title II eligibility requirements and will receive information on what they can do to help facilitate a smooth transition from service to college.

Schedule

Click here to see the 2010 schedule.

Auxiliary Aids and/or Services

The Center on Postsecondary Education and Disability would like to ensure that no individual with a disability is excluded, denied services, or otherwise treated differently from other individiuals attending the institute because of the absence of auxiliary aids and/or services.

Please contact us about special accommodation needs at your earliest convenience, but no later than May 14, 2010 so that there is sufficient time to make appropriate arrangements. Special equipment (which is borrowed from other resources) and/or materials in alternate format will not be available on-site unless specifically requested in advance.

For assistance with auxiliary aids and/or services, or a copy of this brochure in alternate format, please contact: Carrol Waite, Institute Manager, at (860) 486-3321; email: carrol.waite@uconn.edu

Registration Information

Early $395 – Payment [check or PO] must be received [not just postmarked] on or before May 14, 2010.

Regular: $455 – Payment [check or PO] must be received [not just postmarked] on or before May 28, 2010.

On-Site: $555All registrations received after May 28, 2010 will be considered “On-Site” registrations and processed accordingly.

Discount Registration: $375 – Discount rate for each member of a group of three (3) or more individuals registering together (i.e., mail in materials together) from the same institution. Payment [check or PO] must be received [not just postmarked] on or before May 28, 2010. Group registrations received after May 28, 2010 will be considered “On-Site” registrations and processed accordingly.

Saturday Post-Session: Regular: $60; On-Site: $85. Registrations received after May 28, 2010 will be considered “On-Site” registrations and processed accordingly.

Additional Registration Information

  • Please note: In fairness to all participants, we respectfully request that all adults register for the conference if they are attending the conference’s functions (e.g., reception, continental breakfasts, and/or sessions) and that children are not brought into sessions.
  • See the registration form for detailed payee information. Questions pertaining to the status of your registration or payment should be directed to Project Solutions at 207-797-7130. As noted on the registration form, checks should be made payable to UConn-Project Solutions. Checks that are not made payable in this manner will be returned to the issuer to be rewritten.
  • All registration forms must be accompanied by either payment or a valid purchase order number noted on the registration form. Registration forms received without payment or a valid PO number will be returned.
  • Credit cards are not a payment option.
  • Foreign payment must be made in U.S. funds. Any charges levied by U.S. banks will be billed to the issuer of the check.
  • Registration includes a Tuesday evening reception, daily continental breakfasts (Wednesday, Thursday, and Friday; Saturday if you register for the post-session), and a buffet luncheon on Wednesday (meal tickets for those not registered for the conference may be purchased, please see the registration form for details).
  • Invoices are due and payable upon receipt. If payment in full is not received by June 30, 2010, a fee of $50.00/month will be assessed thereafter until payment in full is received. If payment is not made in accordance with the published deadlines, the difference will be invoiced and late charges will apply until such time as payment is received. There will be no exceptions made.
  • Connecticut State Agencies wishing to transfer monies between state agencies to process registration payments, please contact Carrol Waite, Institute Manager, via email (carrol.waite@uconn.edu) or phone at (860) 486-3321 for credit account information. Please do not process transfers without including credit account information.
  • CEU’s: We are unable to offer CEU’s in conjunction with this Institute. Participants will receive a Certificate of Attendance on-site that states the number of contact hours and other pertinent information about the Institute.

Cancellation Policy

You will receive a complete refund if you cancel by 4:00 p.m., EDT, May 21, 2010. We are unable to refund registration fees for cancellations made after this date. If you do not attend and do not cancel in accordance with the above guidelines by calling Project Solutions at 207-797-7130, you will be liable for the full registration fee. Participant substitutions may be made at any time. The University of Connecticut reserves the right to change instructors and to cancel or reschedule this program in the event of insufficient enrollment or unforeseen circumstances.

Hotel Information

This will be our second visit to the Saratoga Hilton! Located on Broadway, this uniquely designed hotel and conference center is within walking distance to the wide array of shops, boutiques, and galleries of Saratoga. Only minutes to the Saratoga Race Course (thoroughbred), Saratoga Raceway (harness), Saratoga Performing Arts Center, Mineral Baths, Gold, and much more.

Visit the Saratoga Hilton’s photo gallery at www.thesaratogahotel.com/photo_gallery/index.cfm.

For more information on the area, visit the Saratoga County Chamber of Commerce at www.saratoga.org or the Convention and Tourism Bureau at www.discoversaratoga.org.

Room rate will be $156.00 (double or single, plus applicable tax[es]). Contact the Saragoa Hilton at 888-866-3591 (or 518-584-4000) to make your room reservation.

Please note: As is customary, a maximum number of rooms are blocked for the conference and after that number is reached, or May 22, 2010, whichever comes first, reservations at the conference rate will be honored on a first-come, first-serve availability basis. This is standard practice in the industry and is beyond our control. If the hotel reaches capacity, you are encouraged to make a reservation elsewhere but are also encouraged to check back with the hotel from time to time [even the day before the Institute begins!] as there can be last minute cancellations that will free up rooms.

Parking can be validated at the front desk for registered participants of the Institute.

Come Prepared with Warm Clothing 

Regulating the temperature in meeting rooms is an age-old problem in the hospitality business. Please know the facility always does its best to regulate temps in a timely manner, but these vary large heating/cooling systems take time to adjust. Come prepared with the appropriate clothing to keep warm.

Airport, Train, and Bus Information

Albany International Airport (ALB) is the closest airport (approximately 30 miles) and is served by most major airlines. For details, visit the airport’s website at www.albanyairport.com. From the airport’s home page, you can access various information including information on ground transportation.

Train travel is possible via Amtrak with arrival into Saratoga Springs. For details, visit’s Amtrak’s website at www.amtrak.com.

Bus travel into Saratoga Springs is possible via Greyhound. For details, visit their website at www.greyhound.com.

Visitor Information

View Local Attraction information via The Saratoga Hotel site at: www.thesaratogahotel.com/about_saratoga/local_attractions.cfm

Saratoga Chamber of Commerce: www.saratoga.com

Saratoga Race Track: www.saratogaracetrack.com

Saratoga Performing Arts Center: www.spac.org