Information [2009]


21st Annual Postsecondary Disability

Training Institute


Tuesday, June 2 – Friday, June 5

& Saturday, June 6, 2009

Sheraton Society Hill Hotel

Philadelphia, Pennsylvania

sponsored by the

Center on Postsecondary Education and Disability

University of Connecticut


Notes from the Institute Manager

All program information is now complete!

Note: Please be sure you use the current registration form which indicates Strands are A through H. Do not use the registration form that was included as part of an email last fall (which at the time had letters A-J indicated).

Have questions? Give me a call (860-486-3321) or drop me an email (

Carrol Waite, Institute Manager

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


The Ripple Effect of the ADA Amendments Act of 2008 on College/University Campuses (all levels) ~ Jeanne M. Kincaid, J.D., Drummond, Woodsum & MacMahon, Portsmouth, NH. On September 25, 2008, President Bush signed the ADA Amendments Act of 2008 which also amends the Rehabilitation Act. These Amendments go into effect on January 1, 2009. In this keynote, Attorney Kincaid will highlight the significant changes to both federal laws these Amendments will make. Among the issues Attorney Kincaid will explore include: What qualifies as a major life activity? How is the term “substantially limits” defined? What constitutes a “mitigating measure,” and what are its restrictions? Who qualifies for protection under the “regarded as” prong of these laws? How, if at all, will these broader protections affect the provision of reasonable accommodations? How will the Amendments potentially affect housing, dining services, health services, and counseling centers?

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.

Strand I, Sessions A-D:

  1. The Ripple Effect of the ADA Amendments Act of 2008 on College/University Campuses (all levels) ~ Jeanne M. Kincaid, J.D., Drummond, Woodsum & MacMahon, Portsmouth, NH. In this Strand, Attorney Kincaid will continue to discuss how the ADA Amendments Act of 2008 will or may affect the provision of reasonable accommodations and service delivery on our nation’s campuses to students with disabilities. Attendees are encouraged to download some of their forms to consider how they may need to be altered in light of these new Amendments. Attorney Kincaid will address how a college’s documentation guidelines may need to be amended. She will also cover the state of the law as interpreted by the courts and the Office for Civil Rights on such issues as the meaning of “otherwise qualified,” the limit of “reasonable accommodation” as well as discuss the impact of any changes to be Family Educational Rights and Privacy Act (FERPA) and proposed regulatory changes to Titles II and III of the ADA, in particular with respect to service animals.
  2. Learning Disability Assessment 101 (beginner) ~ Joseph W. Madaus, Ph.D., University of Connecticut and Deborah Merchant, Ph.D., Keene State College, NH. 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.
  3. Combining Research-Based Study Skills, Accommodations, and Manipulatives to Improve Mathematics Learning (beginner/intermediate) ~ Paul Nolting, Ph.D., Manatee Community College, FL. Participants will learn how to use math study skills, understand how processing deficits affect mathematics learning, recommend the appropriate math accommodations, and be able to understand how math manipulatives can improve student learning. Participants will learn note-taking, homework, problem solving, test anxiety reduction, and test-taking systems. Participants will be able to explain to math instructors which processing deficits cause the most difficulty in math learning and the reasons for appropriate accommodations. Participants will practice with math manipulatives, be able to bring samples back to their tutors and math instructors, and be provided with theory and hands-on learning to help improve students’ math success.
  4. Understanding Complexities of Disability Documentation: In the Shadow of IDEA 2004 and in Light of the ADA Amendments Act of 2008 (advanced) ~ Manju Banerjee, Ph.D., University of Connecticut and Loring Brinckerhoff, Ph.D., Educational Testing Service, NJ. Given the latest reauthorization of IDEA and evolving views of disability definition and documentation under the Americans with Disabilities Amendments Act of 2008 (ADAAA), it is time to rethink the policies that have guided disability documentation for testing agencies and postsecondary service providers. In this Strand, the presenters will address: changes to documentation guidelines; protocol for documentation review; documentation updates; psychometric assessment caveats; and implications of these latest statutes for students transitioning from high school to college. Participants will receive recommendations for review of documentation from multiple sources as well as findings from a national study completed in 2008.

Strand II, Sessions E-H:

  1. Infusing Universal Design Across Campus (beginner/intermediate) ~ Sally S. Scott, Ph.D., Longwood University, VA. In this Strand for beginner/intermediate disability services professionals, participants will examine the who, what, why, and how of bringing Universal Design (UD) to campus. Leading a campus community from medical model thinking to social model thinking is not a singular or uniform task. Promoting inclusive ways of thinking and acting begins at home in the disability services office, but also involves strategies for campus-wide change. Participants will engage in a series of activities for identifying and examining opportunities for infusing UD in disability services and across campus. Resources about UD will be shared, and examples of UD applications from a variety of campuses will be examined. Activities and discussion will focus on identifying readiness for change, strategic opportunities on your campus, and potential challenges. Participants will leave the Strand with an assortment of short- and long-term strategies and approaches to bringing UD to their campus.
  2. Disability Services 101: The Initial Years Whether Inheriting a Program or Building from Scratch (beginner/intermediate) ~ Cathy Trueba, M.A., University of Wisconsin, Madison. The first few years in the director’s chair carry equal measures of excitement, anticipation, anxiety, and utter confusion. Whether inheriting an established program or building from the ground up, being able to manage expectations while having your attention pulled in a thousand directions is par for the course. In this strand, participants will explore how to use the experiences of the initial years profitably, place your energy wisely, and establish stability in the face of chaos.
  3. Students with Psychiatric Disabilities (beginner/intermediate) ~ Laura DiGalbo, M.Ed., Bureau of Rehabilitation Services, State of Connecticut and Central Connecticut State University. Participants will be provided with an overview of characteristics experienced by students with psychiatric disabilities and how they are exhibited in the classroom and on campus. Participants will explore current benefits and detriments of treatment and medication on learning and will leave with practical strategies and interventions to utilize on their campuses.
  4. Doing More with Less: How to Work Smarter Not Harder by Collaborating with Colleagues (all levels) ~ Donna Korbel, M.Ed. & Sue Saunders, Ph.D., University of Connecticut. The current economic crisis, the Reauthorization of the Higher Education Act, and the Americans with Disabilities Act Amendments are all new challenges on the higher education landscape. There is no doubt that disability service providers and their colleagues will be challenged in unprecedented ways in the years ahead. The presenters will provide a framework for participants to view these challenges as opportunities and to develop strategies that create campus partnerships and interdepartmental collaborations. Through interactive work groups, participants will be encouraged to develop individualized templates specific to their campus.


Wednesday and Thursday, 7:00-9:00 p.m.

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

Creative Accommodations for Students with Asperger’s/Autism Spectrum Disorders (intermediate) ~ Jane Thierfeld Brown, Ed.D., University of Connecticut School of Law. The population of students with Asperger’s/Autism Spectrum Disorders (AS/ASD) is increasing and the accommodations are getting more complicated: Can students have an aide in class? Are social issues accommodated on campus? What are the limits of parent and outside coach, mentor, or aide involvement? This mini-strand will explore these issues and some other pertinent AS/ASD issues on campus. Participants should bring cases with them and together, participants will use creative accommodations to further their knowledge of the population. The presenter will utilize various components of her newly released book, College Students with Asperger’s Syndrome: A Professional Guide.

Single Sessions

Thursday and Friday, 2:00-4:00

Click here to see Single Session descriptions.

Saturday Post-Session

Integrating Assistive Technology with Learning Strategies (intermediate) ~ Marlene McIntosh, MBA & Diane Berzins, M.Ed., Cambrian College, Ontario. Several studies have documented the effectiveness of assistive technology in the development of reading and writing skills for students with learning disabilities (LD). Assistive technologies (AT), such as voice recognition software and text-to-speech software, have proven to be not only accommodations for a disability but also improve the reading comprehension and writing level of students throughout their school career and into the working world. Despite this information from research, many schools either have not invested in the technology or it often sits idle or underused. This technology needs to be used by every student with learning disabilities at various stages of their development in reading and writing in order to enhance the learning process. AT can allow students with LD to become successful, independent learners.

This presentation will bring the perspective of how a learning strategist/assistive technologist and a faculty member use learning strategies and assistive technology with their students with LD. The session will also address ways this process can empower students to manage their technology, use it in everyday reading, and write tasks independently, thus, discouraging technology abandonment. The presenters have expertise in both technological training and educational program planning and will show several learning strategies, the Strategic Instruction Model (SIM), and ways they teach both strategies and technology in combination to students with LD.


Click here to see the 2009 Schedule.

Hotel Information

Located in the heart of America’s most historic square mile and only steps away from Independence Hall and the Liberty Bell (as well as world-class restaurants, shopping, galleries, and theatres), the cobblestone streets in the area surrounding the Sheraton Society Hill Hotel afford you the opportunity to step back in time. Hotel amenities include a fitness center, indoor heated pool, indoor whirlpool, sauna, and a long list of other services.

Room rate will be $179.00 (double or single, plus applicable tax[es]).

Book your room online by clicking here: or contact Sheraton reservations at 800-325-3535.


Overnight valet parking at the hotel is $29.00; daily valet parking at the hotel is $22.00 (plus applicable tax[es]).

Parking can be added to your room bill.

For detailed information about the Sheraton Society Hill Hotel, visit its website at:

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 2, 2009 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:

Registration Information

Early $395 – Payment [check or PO] must be received [not just postmarked] on or before May 1, 2009.

Regular: $435 – Payment [check or PO] must be received [not just postmarked] on or before May 15, 2009.

On-Site: $525All registrations received after May 15, 2009 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 15, 2009. Group registrations received after May 15, 2009 will be considered “On-Site” registrations and processed accordingly.

Saturday Post-Session: Regular: $60; On-Site: $85. Registrations received after May 15, 2009 will be considered “On-Site” registrations and processed accordingly.

Additional Registration Information

  • 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.
  • 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, 2009, 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 ( 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 1, 2009. 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.

Airport, Train, Bus, and Shuttle Information

Philadelphia International Airport (PHL) is the closest airport and is served by most major airlines. Visit the Airport’s website at for additional information.

Train travel is possible via Amtrak’s 30th Street Station (PHL). Visit Amtrak’s website at for additional information.

Bus travel is possible via Greyhound. Visit Greyhound’s website at for additional information.

Another option for bus travel for those traveling from New England (and perhaps the midwest) is MegaBus, a lost cost daily express bus service in the U.S. and Canada. Visit the website at for additional information.

Lady Liberty Airport Shuttle provides transportation between the airport and downtown for approximately $10.00 (one way). Visit the website at for current rates, contact information, etc.

For wheelchair accessible transportation, visit Lady Liberty Airport Shuttle’s website at for contact and reservation information and other details.

Cabs are another transportation option and typically cost $20.00 (one way) between the airport and hotel.

Driving directions are obtainable via,, or your favorite mapping website. Your target address is: One Dock Street, Philadelphia, PA 19106.

Visitor Information

Following are various websites where you can find information on Philadelphia and the surrounding area: