Registration
Registration is now closed for the conference.
Schedule
Tuesday, February 25, 2025
6:30 PM – Welcome Meet and Greet
- Location: Swamp Head Brewery
Wednesday, February 26, 2025
- 8:00 AM-9:00 AM: Reitz Union Chamber Room (Ground Floor)
- Conference Check-In
- Breakfast
- 9:00 AM-9:30 AM: Reitz Union Chamber Room (Ground Floor)
- Florida AHEAD President Welcome
- 9:30 AM-10:30 AM: Reitz Union Chamber Room (Ground Floor)
- Panel Discussion
- Dr. Amanda L. Niguidula – Florida International University
- Stefanie Silvers – St. Pete College
- Panel Discussion
- 10:30 AM-10:40 AM: Break/Transition
- 10:40 AM-11:40 AM: Session 1 Reitz Union Ground Floor
- Session 1A (G-310): With New Technology Comes New Responsibility: Collaborating to Use Technology to Increase Student Success – Clara Fleites & Farah Robles
Session 1A: Abstract
With new technology comes a need for accessibility offices to create dynamic collaborations. This presentation will discuss the collaboration of the assistive technology coordinator and the accessibility specialist’s process on determining appropriate technologies, innovative accommodations, and problem-solving complex cases. The presenters will utilize real-life case scenarios to discuss. Technology has the potential to create opportunities for students with disabilities. However, the ever-changing growth of technology has created challenges for students, staff, and disability service providers. This presentation will utilize case studies of students with a wide range of disabilities and the collaboration process between the accommodation specialist and the assistive technology coordinator to provide effective solutions. Often, the accommodation specialist determines the accommodations, but they might not be well versed in the nuance of available assistive technology. By creating a strong collaboration with the assistive technology coordinator, it ensures that the students have access to the fitting technology and training. This type of collaboration can benefit accessibility offices by finding cost-effective and innovative solutions to challenging cases. The presenters developed this presentation because this topic has not been covered in previous AHEAD conferences. By utilizing real case studies and experience from both the accommodation specialist and assistive technology coordinator, the attendees will have the opportunity to ask questions, discuss challenges and benefits within their offices, and learn from seasoned partners how to implement the information. The presenters would demonstrate how this collaboration within our office has yielded positive results for the students’ academic success.
- Session 1B (G-320): Teamwork Makes the Dream Work: An Interpreter’s Perspective – Bryan Conrad & Will Ross
Session 1B: Abstract
This workshop focuses on the necessary collaboration between Disability Services staff and sign language interpreters in order to create an inclusive environment for Deaf and Hard-of-Hearing learners. In higher education, effective collaboration between Disability Services and sign language interpreters is essential for providing Deaf and Hard-of-Hearing (DHH) students with the access and support they need to succeed academically. This workshop focuses on the roles and responsibilities of both, interpreters and Disability Services staff in creating an inclusive learning environment, with a particular emphasis on strategies for working directly with interpreters.
The session will provide an in-depth look at how interpreters contribute to academic success by bridging communication gaps between students, faculty/staff, and peers. Interpreters are responsible, not only for translating spoken language into sign language, but also for accurately conveying complex academic content, maintaining neutrality, and navigating cultural nuances. Participants will learn how to engage effectively with interpreters to ensure that DHH students receive the best possible support in the classroom.
Equally important is the role of Disability Services in facilitating this collaboration. Disability Services staff are responsible for coordinating the provision of interpreters, ensuring that accommodations are tailored to students’ needs, and ensuring smooth communication between all parties involved. Participants will learn how Disability Services can support interpreters by providing necessary materials in advance, addressing scheduling concerns, and helping to resolve challenges related to interpreter availability.
The workshop will offer practical strategies for improving communication and collaboration between Disability Services and interpreters. Topics will include setting clear expectations, addressing feedback in real-time, and resolving logistical challenges related to interpreter availability. By the end of the session, participants will leave with the tools to foster more effective, collaborative relationships with interpreters, ultimately creating a more inclusive and accessible academic environment for DHH students.
- Session 1C (Chamber): Guide Sheets – Facilitating Accommodations and Conversations Between Students and Faculty – Kelley Hoover & Katherine Morgan
Session 1C: Abstract
This presentation will explore accommodation guide sheets, essential tools for facilitating accommodations that need a little more detail. We will define what guide sheets are and their purpose in assisting with effective conversations between students and faculty about necessary accommodations. The session will scenario-based small group activities and a Q&A session. At a large public university with around 7,500 students receiving accommodations and over 6,000 faculty members, guide sheets are perfect for clarifying frequently asked questions and assisting with facilitating accommodations. This presentation is crucial for attendees as it addresses highlighting how accommodation guide sheets can bridge communication gaps between students and faculty. By understanding the role of guide sheets, educators can better support diverse learners, fostering an environment where all students have equitable access to resources and opportunities. Additionally, the collaborative development and review processes discussed will equip attendees with practical insights on creating and maintaining effective accommodations. Part of the creation and review process includes staff at all levels from accessibility specialists to general counsel. We currently have created 12 accommodation guide sheets to share with attendees and encourage them to reflect on where accommodation guide sheet may be helpful for them. Engaging in the Q&A session will allow participants to share experiences and strategies, further enhancing their ability to implement supportive practices in their own contexts.
- Session 1A (G-310): With New Technology Comes New Responsibility: Collaborating to Use Technology to Increase Student Success – Clara Fleites & Farah Robles
- 11:45 AM-1:45 PM: Lunch on your own
- 1:45 PM-12:45 PM: Session 2 Reitz Union Ground Floor
- Session 2A (G-310): Balancing the Scales: Student Employee Desires and Employer Expectations – Lisa Diekow & Calya Denson
Session 2A: Abstract
This presentation will engage participants in discussing the challenges and responsibilities of onboarding student employees, focusing on aligning practices with disability services policies. It will highlight a Student Assistant Curriculum covering hiring, onboarding, experiential learning, professional development, and offboarding strategies ensuring inclusive student support. The focus of the presentation will be on aligning these practices with the policies and procedures of a disability services office. The interactions between student employees and students with disabilities play a crucial role in shaping the student experience. This presentation will highlight one disability services office’s approach to developing a Student Assistant Curriculum, which includes hiring, onboarding, experiential learning, professional development, and offboarding strategies. Presenters will include the Associate Director of Testing Services and an undergraduate student who has experience both as a student receiving services and as a student employee, and who is currently engaged in a 40-hour/week practicum focused on supporting students with disabilities.
- Session 2B (G-320): FIU’s personalized approach: Designing an Accessible Database Management System for Disability Services – Amanda Niguidula & Martha Wong
Session 2B: Abstract
FIU’s DRC implemented a new cloud-based CRM called Access Resource Manager that has helped increase department efficiencies while obtaining a consistent method for data input, user functionality, and reporting features. We will discuss the process taken to negotiate the accessibility features of this customizable technology and enhancements to expand operational goals and improve data collection.
Key points
- Attaining a consistent method of data input, user functionality, and reporting queries for strategic initiatives
- Expanding DRC procedures to increase the effectiveness and implementation of accommodations through customizable technology
- How to negotiate with vendors and engage companies on including Accessibility Language in Contracts
- Session 2C (Chamber): New Issues in Course Substitutions: Civic Literacy Test, ID, LI, Autism, & Administrative – Paul Nolting & Aimee Stubbs
Session 2C: Abstract
The focus is on determining substitutions based on Florida and OCR rulings. Participants will learn how processing deficits effect or prevent subject learning using WJ-IV and WAIS-IV information sheets and granting appropriate course substitutions. Next focus is aiding administration decisions as the disability expert. Bring your own case for review to conclude the workshop. The focus is on Accessibility Resource Offices helping determine the process and documentation for CLT, ID, LI, Autisms, and other disabilities course substitutions based on Florida Rule and OCR rulings. Participants will learn how processing deficits effect or prevent subject learning and granting appropriate course substitutions. Participants will also receive cognitive processing information sheets for the Woodcock-Johnson-IV and WAIS-IV as guidelines for accommodations and course substitutions. A course substitution list will be provided. Participants are encouraged to bring their own case studies with the names blackened out. They can also bring their course substitution list that can be shared with the group. We will put the courses together to make a new statewide course substitution list. Next focus is on how to aid your administration to determine the process and decision as the disability expert. Bring your own cases for reviews which will conclude the workshop.
- Session 2A (G-310): Balancing the Scales: Student Employee Desires and Employer Expectations – Lisa Diekow & Calya Denson
- 2:45 PM-3:00 PM: Break
- 3:00 PM-4:00 PM: Session 3 Reitz Union Ground Floor
- Session 3A (G-310): Building Bridges: Navigating the Path to Fund and Launch a Comprehensive Transition and Postsecondary Program – Drew Andrews
Session 3A: Abstract
This presentation will overview how to access up to $1.5M in grant funds to start a Florida Postsecondary Comprehensive Transition Program (FPCTP) on campus. Attendees will learn about the simplified FCSUA grant process, compare it to others, and get key info on applying for grants and scholarships. A guided discussion will explore developing FPCTPs.
- Session 3B (G-320): Empowering Student Success: Leveraging Leadership as a Catalyst for Self-Efficacy, Confidence, and Emotional Intelligence – Gabrielly Cordon-Ayala & Michael Mears
Session 3B: Abstract
Leadership development plays a critical role in preparing students for academic, professional, and personal success. This session will explore how structured leadership roles and directed training opportunities can be used to cultivate self-efficacy, build confidence, and enhance proficiency in transferrable skills. This session will examine successful leadership programs at Florida SouthWestern State College (FSW) and analyze the key factors that had the greatest impact on student growth, particularly in self-efficacy, emotional intelligence, and skill development. Through case studies and student feedback, we will identify the strategies that led to meaningful confidence-building and proficiency gains. Participants will then engage in a discussion on how to adapt and replicate these approaches at their own institutions, ensuring leadership opportunities remain accessible, inclusive, and effective for all students.
- Session 3C (Chamber): The Benefits of AI in Disability Services for Students: Subtitle: Enhancing Accessibility and Learning Outcomes – Jennifer Carr & Sonja Smith
Session 3C: Abstract
Artificial intelligence is revolutionizing education by enhancing accessible and personalized learning for students with disabilities. This presentation explores the role of AI in accessibility services, emphasizing its ability to break down barriers and foster inclusivity and it can be used to empower students and foster independence, and academic success.
- Session 3A (G-310): Building Bridges: Navigating the Path to Fund and Launch a Comprehensive Transition and Postsecondary Program – Drew Andrews
- 4:00 PM-4:15 PM: Break
- 4:15 PM-5:00 PM: Reitz Union Chamber Room (Ground Floor)
- Day 1 Wrap-Up
Thursday, February 27, 2025
- 8:30 AM-9:50 AM: Reitz Union Chamber Room (Ground Floor)
- Florida AHEAD Business Meeting
- New Awards
- 9:50 AM-10:00 AM: Break
- 10:00 AM-11:00 AM: Session 4 Reitz Union Ground Floor
- Session 4A (G-310): Fostering Employee Wellness to Combat Burnout and Enhance Productivity – Carissa Madden & Beth Roland
Session 4A: Abstract
At Santa Fe College, the Disability Resource Center (DRC) launched a year-long wellness initiative focused on mental and emotional well-being. This presentation will explore how wellness programs can reduce burnout, enhance job satisfaction, and improve productivity, offering strategies for fostering a healthier workforce. In today’s demanding work environment, especially for professionals in the Disability Services (DS) field, the risk of burnout is high. Employees who are driven to support others may inadvertently neglect their own well-being. For DS professionals, prioritizing self-care is essential to prevent burnout, improve job satisfaction, and maintain effectiveness in supporting students. The AHEAD Professional Competencies, last updated in 2022, emphasize the importance of personal capacity to manage work responsibilities, particularly Competency #4, which includes developing an understanding of work-life balance and promoting self-care practices. Many DS professionals excel at promoting wellness practices for others but struggle to apply the same principles to themselves. Reversing the impact of burnout requires creating a culture where professionals can integrate personal passions and a healthy work-life balance into their day-to-day routines. Effective action plans often involve integrating self-care activities into staff meetings, encouraging the use of leave time, and fostering clear communication about boundaries between work and personal life. This presentation will highlight how these practices can create a supportive and sustainable work environment. The Santa Fe College DRC has made significant strides in addressing employee wellness, forming a year-long objective to “Foster Holistic Wellness within the DRC Team.” The initiative focused on mental and emotional wellness through activities such as mindfulness sessions, emotional resilience training, and educational discussions. A key factor in the program’s success was the collaboration with a Counseling and Wellness Center (CWC) liaison, who provided additional resources and guidance in promoting well-being within the team. We will share specific examples from our efforts: regular discussions about stress during staff meetings, the inclusion of wellness activities such as therapy dogs, and workshops on managing burnout. These practices have helped foster a stronger sense of community within the DRC and have contributed to a healthier, more productive work environment. By presenting these insights, this session will provide attendees with practical, actionable steps to integrate wellness initiatives into their own teams, making employee wellness a priority and combating burnout in the process.
Learning Objectives:
By the end of this session, participants will be able to:
- Identify effective wellness programs and strategies: Understand the various wellness initiatives implemented by the Santa Fe College DRC and explore strategies that can improve employee health, morale, and retention.
- Understand the link between wellness and productivity: Comprehend how employee wellness impacts engagement, productivity, and overall organizational performance.
- Measure the impact of wellness programs: Learn methods to assess the effectiveness of wellness initiatives, utilizing metrics such as employee satisfaction, engagement, and retention rates.
- Implement and promote wellness initiatives: Gain practical insights on how to introduce and promote wellness programs within their own organizations to support staff well-being and combat burnout.
Citations
- Association on Higher Education and Disability (2022). The AHEAD professional competencies.
- Gerard, M. L., Hall, E., & Scruggs, S. E. (2023). Revisiting AHEAD’s professional standards: Exploring their transformation into competencies and application to 21st century disability resources practice. Journal of Postsecondary Education and Disability, 36(4), 353-366.
- Session 4B (G-320): Empower & Advocate: Strengthening Student Transitions to College – Ashley Milito & Cheyenne Saborido
Session 4B: Abstract
This workshop will help professionals support students with learning disabilities through the critical transition from high school to college by building their self-advocacy skills. Participants will gain a deeper understanding of the differences in academic policies and support systems between high school and college, depicting how self-advocacy is essential to student success. Presenters will introduce the Adjustment Model, which guides students through the emotional and academic phases of transition toward healthy adjustment. Using data from Beacon College’s College Readiness Programming, the workshop will highlight how self-advocacy skills have positively impacted retention rates and academic performance for first-year students. Attendees will also learn practical techniques and gain resources that will help students build these crucial skills, from communication strategies to navigating campus resources. By the end, participants will have the tools to empower students who learn differently to take ownership of their academic journeys, improving their independence, resilience, and experience in college.
- Session 4A (G-310): Fostering Employee Wellness to Combat Burnout and Enhance Productivity – Carissa Madden & Beth Roland
- 11:00 AM-11:15 AM: Break
- 11:15 AM-12:00 PM: Reitz Union Chamber Room (Ground Floor)
- Open Question and Answer Forum
Safe Travels to everyone!