AUCD 2024 Conference
November 3-6 | Washington, D.C.
November 3-6 | Washington, D.C.
1) Education: K-12, Literacy, Learning; 2) Education: Postsecondary
Monday, November 4, 2024
10:15 am - 11:30 am
All posters for the AUCD Conference will be presented throughout Monday and Tuesday in a series of poster symposia that run at the same time as concurrent sessions. During these 75-minute poster symposia, 10-14 posters on a similar theme will be grouped together in a room. Posters will be displayed on large boards and have a table underneath for accompanying materials. The session will be introduced by a moderator followed by brief introductions by presenters. Attendees will then be free to move around the room and connect with individual presenters for the remainder of the session. Attendees are welcome to move between symposia rooms and view posters on other topics. Conference posters will be available to view on the website and in the mobile app.
Institutions of higher education across the United States continue to struggle with moving from a culture of compliance to one of full inclusion of students with disabilities. This presentation will first present the findings from a study in one University regarding inclusion, engage participants in investigating the core issues preventing inclusion, and identify broad solutions for IHEs to use in their inclusion efforts.
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"Inclusive Education Unveiled" illuminates innovative strategies to empower teacher candidates in fostering success across diverse abilities. From practical classroom tactics to cultivating empathetic mindsets, this session delves into transformative approaches to teacher preparation. Join us to explore how inclusive education can be a catalyst for student empowerment and achievement.
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The Aggie Homework Helpline is a service-oriented project that provides undergraduate pre-service teachers opportunities to practice and develop professional communication skills; collaboration with colleagues, parents, and students; problem-solving skills; and pedagogical skills through online tutoring. Through this current study, we aimed to gain program evaluation data, both qualitative and quantitative, to inform program improvement efforts, including training revisions and additions. Based on evaluation data, training module revisions are underway.
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The prevalence of depression, suicidal ideation, and the implementation of universal screening among adolescents with developmental disabilities (DD) remains unclear. In a sample of urban adolescents with DD, 67% underwent screening for depression, with 28% testing positive for moderate/severe depression, and 10% reporting suicidal ideation. Adolescents with autism were less likely to undergo screening. Considering the challenges associated with reading/verbal abilities, screening modifications(such as reading questions aloud) should be considered.
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This study examines parental engagement with schools among school-aged children and adolescents with developmental disabilities within an urban, university-affiliated multidisciplinary center. Our observations reveal that while most parents actively engage in home-based educational activities, their involvement in school-based initiatives tends to be lower. We analyzed the factors associated with diminished parental participation in school-related matters.
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This proposal program is about equipping transition age bilingual youth with autism with their heritage languages to increase communication skills employing single subject research design. Utilizing ABA verbal behavior therapy with progressive prompt delay strategy, four youth joined the experimental study to learn listener responding skill. Outcomes will inform the level of effectiveness of the stimulus control transfer procedure, social validity and the implementation feasibility.
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This presentation explores the potential of the ECHO Autism model, its impact on educators' knowledge, and efficacy in supporting autistic students. The session highlights virtual clinics where educators and autism specialists collaborate through case presentations and didactics. The discussion is relevant to education, psychology, and early childhood disciplines and emphasizes enhanced training and tailored support for neurodiverse learners.
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The Transition and Postsecondary Education Programs for Students with Intellectual Disabilities (TPSID) model demonstration program has been implemented since 2010 at campuses across the US. The Think College National Coordinating Center will share findings from evaluation of 41 TPSID programs at colleges and universities in 2022-2023 related to inclusive course access, career development, campus membership, credential attainment, and employment outcomes at these programs as well as trends over time.
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There are a significant number of students with disabilities (SWD) who need additional support for college success. 2-4-8 is a novel intervention for SWD that targets all diagnoses. This study found that diagnosis did not impact the significant increase in college learning skills for SWD who participated in 2-4-8.
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The University of South Dakota is one of many medical schools in the U.S. without robust training on disability. In this study, 3 hours of didactic/panel presentation were provided to medical students, and survey was given before and after each meeting to assess changes in attitude and This will be especially relevant to students, educators, and administrators in the medical field.
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Background: Family professional partnerships not only enhance parent confidence, but also foster a positive school environment, promotes diversity appreciation, and boosts academic performance. However, language barriers, cultural differences, and disrespect can challenge this engagement. Despite these obstacles, successful partnerships result in confident parents, a conducive school environment, diversity appreciation, and improved student performance.
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The 50th anniversary of IDEA and the Individualized Education Program (IEP) calls for an evaluation of its status and suggestions for its improvement.
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People with disabilities (PWD) continue to face disparities when accessing healthcare services. Multiple barriers have been identified, including healthcare worker (HCW) attitudes and lack of knowledge. The University of Guam Nursing School aims to implement a 3-step disability program into the curriculum to educate students how to assure equitable access to healthcare services for PWD. This session would be relevant to post-secondary education, healthcare, and training.
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This proposal focuses on engaging Autistic College Students in formative evaluation of a College Support Program. The program was developed and evaluated using Participatory Action Research Methods. Autistic college students provided input in all aspects of program development and evaluation. The participatory approach increased the quality of the formative evaluation to support the program, making the findings more relevant, and more likely to be utilized in program modification and refinement.
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This proposal focuses on outcomes for Autistic College Students who participated in a College Support Program. Formative evaluation collected continuous feedback that was used to refine program development. Trends in student outcomes related to their self-awareness, self-determination, goal setting, mental wellness and social capital, as well as employment or educational outcomes will be discussed.
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This exploratory quantitative study seeks to address the scarcity of information on self-determination for degree-seeking disabled college students. This study examines Self-Determination Inventory: Adult Report (SDI:AR) data collected from a group of 455 disabled college students when they registered for disability-related services at a large public Midwestern university. This study seeks to identify which demographic characteristics are potential mediators of disabled college students' self-determination. Findings and implications will be discussed.
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Creating a robust and diversified health workforce is essential to our population's well-being. This workforce should include a proportionate number of individuals with disabilities, incorporating their knowledge, perspectives, and skills. Access to post-secondary health education is a key part of this process. This poster describes a University of Alaska Anchorage project that aims to increase our understanding of ways to ensure accessibility of health education programs for students with disabilities.
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