20th Annual Postsecondary Disability
Tuesday, June 10 – Friday, June 13
& Saturday, June 14, 2008
Holiday Inn By the Bay
sponsored by the
Center on Postsecondary Education and Disability
University of Connecticut
How do You Meet the Unique Needs of College Students with Disabilities?
Do you have the tools to do your job? Come learn skills you’ll use every day! The objective of this Training Institute is to assist dedicated professionals to meet the unique needs of college students with disabilities. Participants can select from a variety of Strands and Single Sessions 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 Institute.
Should You Attend?
Yes! If your job is one of the following, you should attend this Institute:
- LD/Disability Specialist
- OSD Staff / Director
- Student Affairs Personnel
- 504/ADA Administrator
- Faculty / Instructor / Tutor
- Educational and Career Counselors
- Academic Skills Center Personnel
Early $395 – Payment [check or PO] must be received [not just postmarked] on or before May 2, 2008.
Regular: $435 – Payment [check or PO] must be received [not just postmarked] on or before May 23, 2008.
On-Site: $525 – All registrations received after May 23, 2008 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 23, 2008. Group registrations received after May 23, 2008 will be considered “On-Site” registrations and processed accordingly.
Saturday Post-Session: Regular: $60; On-Site: $85. Registrations received after May 23, 2008 will be considered “On-Site” registrations and processed accordingly.
Additional Registration Information
- See the Registration Form for detailed payee information. Registrations are processed by an agency outside the University. Do not send registrations materials to, or make checks or purchase orders payable to, the University of Connecticut. Questions pertaining to the status of your registration or payment should be directed to Project Solutions at 207-797-7130.
- 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.
- Invoices are due and payable upon receipt. If payment in full is not received by June 30, 2008, a fee of $50.00/month will be assessed thereafter until payment in full is received.
- Connecticut State Agencies wishing to transfer monies between state agencies to process registration payments, please contact Carrol Waite, Institute Manager, via email (firstname.lastname@example.org) 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.
This will be our fourth visit to By the Bay! The pleasures of vacationing or doing business at the Holiday Inn By the Bay includes a wide variety of amenities to fit everyone’s needs. Whether staying for business or pleasure, you will be sure to enjoy the large indoor pool, saunas, and a fully equipped fitness center. After a day filled with activities, relax in the lounge or enjoy elegant dining in the restaurant.
Just minutes away from it all… Stroll along the working Portland waterfront or take a cruise on island studded Casco Bay. You are just a short walk from the excitement of downtown Portland. Taste the charm of the Old Port’s restaurants, shops and galleries or experience Portland’s many theatres, the Children’s Museum, the Museum of Art or catch a sports event at the Civic Center. In nearby Freeport you will find numerous outlet stores including the L.L. Bean Factory Outlet. Portland International Jetport (PWM) is just 3 miles away, with a complimentary shuttle for overnight guests at the hotel.
For detailed hotel information, visit the Holiday Inn By the Bay’s site at: www.innbythebay.com.
Room rate will be $139.00 (double or single, plus 7% tax).
Contact the Holiday Inn By the Bay at 800-345-5050 and indicate you are attending the UConn Institute to get the conference room rate.
Please note: As is customary, a maximum number of rooms are blocked for the conference and after that number is reached, or May 8, 2008, 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 Holiday Inn By the Bay from time to time [even the day before the Institute begins!] as there can be last minute cancellations that will free up rooms.
Backup Hotel Information
The LaQuinta Inn & Suites will serve as an overflow hotel once the Holiday Inn By the Bay reaches capacity. Contact LaQuinta reservations at 207-871-0611 and press “O” from the menu. Note that you are attending the UConn Institute to access the conference rate of $125 (valid through May 12th). The LaQuinta Inn is an 8-10 minute walk or 2 minute drive from the Holiday Inn By the Bay. Visit the LaQuinta’s website at: www.lq.com/lq/properties/propertyProfile.do?ident=LQ2049&propId=2049 for additional information.
Holiday Inn by the Bay provides complementary hotel shuttle service between the hotel and the Jetport for overnight guests at the hotel. Use the courtesy phone in the baggage claim area to make arrangements for pickup.
The hotel shuttle is not accessible. To arrange for accessible transportation between the Jetport and By the Bay, at your earliest convenience, please contact Keith Young, Meeting and Convention Coordinator for the Holiday Inn By the Bay, at 800-345-5070. Before you call, please have arrival date/time and departure date/time details available.
Train travel is possible via the Portland Transportation Center on Amtrak’s Downeaster. Visit the Transportation Center’s website at www.nnepra.com/portland.html for additional information.
Bus travel is possible via Concord Trailways. Visit their website at www.concordtrailways.com/maine_bus_schedule.htm for additional information.
You may also wish to visit the Experience Portland Maine website at www.experienceportlandmaine.com where you’ll find a variety of transportation options.
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 individuals 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 2, 2008 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: email@example.com.
Increasing the Likelihood of Obtaining a Degree and Transitioning from Postsecondary Education to Employment ~ James Martin, Ph.D., Zarrow Center, University of Oklahoma. The presenter will examine self-determination success predictors, suggest how these can be measured, and offer ideas on how to provide opportunities for college students with disabilities to learn these crucial skills. Key to students’ success will be learning and using goal attainment strategies to attain personal, academic, and postschool goals matched to an understanding of interests, skills, and limits to attain a degree, then using these skills to transition from postsecondary education to employment or further education.
Details will be added as they become available, check back from time to time!
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 that appears in parentheses after the title. Please select your attendance accordingly.
Strand I, Sessions A-E:
- Next Generation Support Services: Redefining Accessibility in an Era of Tech Blended Courses (intermediate) ~ Manju Banerjee, Ph.D., University of Connecticut; Loring C. Brinckerhoff, Ph.D., Educational Testing Service, NJ; Jamison E. Judd, M.A., Teachers College, Columbia University, NY. While the importance of assistive technology (AT) remains paramount for students with disabilities, disability service personnel have struggled to define an efficient and effective approach to AT services. Within the framework of Universal Design for Instruction (UDI), a panel consisting of faculty, instructional design personnel, and disability services staff, will suggest a new generation of support services which focuses on AT tools being embedded into the regular curriculum of tech blended courses to create strategic access for all students. Participants will learn how to incorporate freeware, vendor demo software, and other low and high end technologies to create accessible PowerPoints®, PDF handouts, and class notes that can be used by all students in the class. The goal of this new generation of disability services will be to create supported/scaffolded environments, in collaboration with faculty, available to all students via Blackboard® or WebCT® platforms.
- ADHD, Academic Accommodations, and the ADA: Myths and Realities (intermediate/advanced) ~ Kevin Murphy, Ph.D., The Adult ADHD Clinic of Central Massachusetts and SUNY Upstate Medical University, NY. ADHD has always managed to garner its fair share of controversy around the issues of assessment, treatment, and eligibility for accommodations under the ADA. The focus of this strand will be on clarifying some of the confusion surrounding these issues by: 1) reviewing key considerations in conducting a credible ADHD assessment and making the appropriate diagnosis; 2) discussing that ever-shrinking legal definition of disability and implications for post-secondary service providers; 3) explaining trends in how the ADA is applied when determining eligibility for academic accommodations; 4) reviewing the documentation requirements necessary to substantiate both a diagnosis and a disability (and how these are different); and 5) clarifying how to determine appropriate and reasonable accommodations. Participants will have an opportunity to apply their understanding of these issues during an interactive session on Day 3.
- Case Studies: Creative Strategies for Problem Students (any level) ~ Linda Refsland, MS.Ed., Iona College, NY. Disability service professionals are often overwhelmed by the demands of working with challenging students without collegial support. Often these students are described as ‘difficult,’ because of poor social skills, student frustration, parental involvement, and inexperience. Participants will have extensive opportunity to present their own challenges and ‘problem students,’ then collaborate on pragmatic strategies for working with these ‘difficult’ students day to day.
- A Primer for Understanding the Reasonable Accommodation Dance on College Campuses: A Legal Perspective (all levels) ~ Jeanne M. Kincaid, J.D., Drummond, Woodsum & MacMahon, NH. Disability service providers and ADA coordinators need to reconsider who should be served and how to do so in a manner consistent with each institution’s overall mission. Participants will grapple with cutting edge ADA/Section 504 issues that have emerged in the wake of the onslaught of litigation, including: Who is considered to have a disability? Who is considered “otherwise qualified?” What level of documentation is permissible? What are the limits of reasonable accommodations? and Understanding the role of faculty in the accommodation process. This session will include a discussion of the most recent Court and agency rulings to keep participants up-to-date in this emerging legal minefield.
- The Changing Disability Services Landscape: Collaborating with Colleagues (all levels) ~ Donna Korbel, M.Ed. & Sue Saunders, Ph.D., University of Connecticut. Much has been written about the changing landscape of higher education and the students that populate it. There is a multitude of complexities that challenge service delivery to this generation of students, particularly for those who work with students with disabilities. The presenters will focus on the characteristics of this generation of college students as well as the changing profile of students with disabilities. Participants can expect to enhance their understanding of these changes, to develop strategies to educate and engage colleagues, and to respond to increased demands for accountability in a time of decreased resources. Readings will be provided in advance to facilitate discussion, and participants will be encouraged to develop individualized action plans specific to their campus needs.
Strand II, Sessions F-J:
- Campus Life and Students with Psychiatric Disabilities: Extending Beyond Accommodation and Crafting a Paradigm of Understanding (beginner) ~ Holley A. Belch, Ph.D., Indiana University of Pennsylvania. Psychiatric disorders are the fastest growing category of disability among college students. Students with psychiatric disabilities have the potential to affect a broad range of campus constituents and thus, understanding this population is central to their success in college. A basic framework for understanding psychiatric disability in the college population will be shared. Participants will use concrete examples/cases to examine the range of experiences, issues, and concerns beyond accommodation. In addition, participants will explore what impact these issues have on student life in and out of the classroom. An examination of the impact that policy, procedures, and practice have on the campus community will be included.
- Learning Disability Assessment 101 (beginner) ~ Joseph W. Madaus, Ph.D., University of Connecticut. Novices to the field of postsecondary learning disability services may feel ovewhelmed and confused when “deciphering” learning disability evaluations. Geared for newcomers to the field, this session will include information related to the fundamentals of assessment, common methods of learning disability diagnosis, common assessment instruments, and tools and methods useful in interpreting scores and learning disability documentation.
- Collaboration, Motivation, Innovation: Working with Students with Asperger’s Syndrome and Autism Spectrum Disorders on Difficult Campus Issues (intermediate) ~ Jane Thierfeld Brown, Ed.D., University of Connecticut School of Law & Lisa King, M.Ed., Higher Education and Autism Spectrum Disorders, Inc., MN. Students with Autism Spectrum Disorders (ASD) bring new meaning to the phrase “it takes a village…” Students with Asperger’s Syndrome (AS) and ASD impact the entire campus and require understanding and accommodation from departments not familiar with working with DSS. The presenters will discuss the difficult issues of how much and when to involve parents, where to draw the line with students and issues, and how DSS can work with this emerging population. Brainstorming and participating will be encouraged.
- Understanding Learning Disability Evaluations (advanced) ~ Janet Medina, Psy.D., McDaniel College, MD. The population of postsecondary students has become more diverse, which often presents challenges in terms of evaluation and interpretation of diagnostic assessments. Geared towards more seasoned professionals in the field of postsecondary learning disability services, this session will include more in-depth information for interpretation of diagnostic evaluations, including assessment challenges of English Language Learners (ELLs). Suggestions for aligning assessment results to academic accommodations will also be included. Participants should have an understanding of basic assessment terms and concepts.
- Alternate Formats (all levels) ~ Daniel Berkowitz, M.A., Quinsigamond Community College, MA. Every aspect associated with the understanding and development of processes for the creation and dissemination of accessible versions of text based materials for students with print impairments and other disabilities attending postsecondary education will be covered. Participants will be provided with an in-depth look at what it means for materials to be digital and accessible and how these chameleon terms are not always easy to understand. The legal, administrative, technical, and interpersonal aspects of developing such a process will be discussed. Participants also will be led through the creation of a digital text item from start to finish so they can witness what is involved in developing these materials. Participants will have ample opportunities both in the Strand and during the week to communicate directly with the presenter.
Single Sessions are offered on Thursday, 2:00-4:00 and 7:00-9:00, and Friday, 2:00-4:00. You do not need to register in advance for these sessions. Single Session descriptions will be available in participant packets on-site.
Please note that we are offering two Post-Sessions this year. You must indicate on your registration form which session you will be attending.
Career Development Needs and Career Planning for College Students with Disabilities (intermediate) ~ W.E. Hitchings, Ph.D. & Ryan Saddler, M.A., St. Ambrose University, IA; & Paul Retish, Ph.D., University of Iowa. Participants will engage in activities to develop multi-year career plans for students with disabilities. College students do not understand the impact of their disability on their career choice and delay planning until late in their experience. Participants will be provided with theory and materials to design plans for students with disabilities.
e-DS: Managing Your Disability Services Office in the Digital Age with Electronic Databases and Resources (intermediate) ~ Sarah Damsky, M.S. & Colleen Lewis, M.S., Columbia University, NY; Jennifer H. Lucia, M.S., University of Connecticut. Participants will explore ways in which disability services programs can utilize electronic databases and other digital resources to manage data collection, reporting, coordination of accommodations and services, case management, and the creation of electronic student records. The presenters will review their experiences and processes in moving from an office full of filing cabinets to an electronic, paperless office. They will also demonstrate their office’s internet-based disability services database systems. Participants will be provided with the tools to do their own needs assessment and strategic planning for developing electronic systems on their campuses.
Following are a number of websites that can provide additional information on the Portland area:
Portland’s Downtown District: www.portlandmaine.com
Maine Office of Tourism: www.visitmaine.com
Convention and Visitor’s Bureau – Greater Portland / Casco Bay: www.visitportland.com
Maine Convention and Visitors Bureau: maine.info/convention.html
You will receive a complete refund if you cancel by 4:00 p.m., EDT, May 2, 2008. Cancellations made after this time will be subject to charges for arrangements incurred in your name (meal/food service, educational materials, etc.). 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.