2016 TASH Conference

The self directed supported employment model fosters a sense of self-worth, opens opportunities for personal growth and leads to greater independence for individuals with disabilities. Lessons learned and outcomes from Artist FirstŸ??s innovative supported employment program Lifeworks can be replicated beyond the art world, fostering full participation and inclusion. Lifeworks is a guided self-employment program. This program gives professionally minded artists with disabilities the chance to create art as a career. Artists First staff facilitates financial independence for the participants by vigorously seeking out opportunities locally, regionally, and nationally to display, market and sell Lifeworks participants' artwork. Lifeworks' staff collaboratively identifies employment goals and develops a realistic action plan with participants. Artists with disabilities are empowered in developing their own road map to meaningful employment opportunities through creative self-expression. Through career coaching, participants further employment skills such as communication and self-advocacy. . By the end of the session, participants will be able to compare and contrast different employment models for individuals with disabilities. By the end of the session, participants will be able to identify and implement inclusive employment actions. By the end of the session participants will be able to understand the connection between creative self-expression and personal growth.

Supported decision making has been given great prominence due to the UN Convention. However, at the level of practice it is quite challenging to apply. This session will identify and discuss various of the practice challenges that have arisen thus far with a view to gaining further clarity about what is involved in implementing supported decision making. To clarify what supported decision making may involve at the level of practice Clarify the challenges that have arisen to date Identify possible ways forward with supported decision making

The dynamic growth of inclusive higher education for students with intellectual disabilities, in more than 20 Florida Universities, State Colleges, and Career/Vocational Technical Colleges & Centers will be discussed. A partnership between four institutions of higher education, the Florida Consortium on Inclusive Higher Education (FCIHE), includes the University of Central Florida, Florida International University, the University of South Florida St. Petersburg, and Florida State College Jacksonville. The Consortium, as a funded TPSID grant (HEOA, 2008), is tasked with enhancing and expanding inclusive post-secondary programs for students with intellectual disabilities through technical assistance and research. An important tenet of the TPSID projects, individuals with intellectual disabilities are engaged in and members of the academic and social fabric of their colleges and universities. To facilitate this inclusive membership as well as program sustainability, the use of natural or existing institutional courses and supports, rather than separate specialized supports for students with intellectual disabilities, has emerged in some Florida Institutes of Higher Education. The availability and use of inter-departmental partnerships, supports, and services will be discussed regarding student benefit and program sustainability.. After this session participants will be able to: 1. Identify the benefits in inclusive student support systems. 2. Summarize the sustainability and inclusivity of current institutional student supports accessed by all students. 3. Identify at least three current supports/systems/programs within their university, state college or career/vocational college that students with intellectual abilities might access to obtain their needed supports.

Teacher educators play a critical role in preparing prospective special education teachers to provide access to the general education curriculum for students with severe disabilities. This qualitative study investigated 11 teacher educators’ definitions of access to the general education curriculum and how the definitions influence their teacher preparation practices. Findings indicated that teacher educators’ definitions and practices are grounded in research, including an academic focus with high expectations in inclusive settings. Teacher educators prepare preservice teachers by sharing their values and philosophies, describing what is currently happening in local schools in comparison to best practice, and teaching them to be the change. The teacher educators’ definitions impacted what and how they teach about access to the general education curriculum at the preservice preparation level. Implications for future research and practice are provided.

The ultimate goal of augmentative and alternative communication (AAC) is to promote studentsŸ?? active participation across settings through interactions involving a variety of partners and functions. To achieve such outcomes, educational teams must collaborate and consider the characteristics of students, their families, and the environments during AAC assessment and intervention. To date, AAC team collaboration has rarely been evaluated collectively outside intervention or case study research. We conducted a meta-synthesis reviewing qualitative studies of perspectives of team members on supporting students who used AAC in the U.S. public schools. Our analysis yielded three primary themes necessary for effective AAC services; inputs, activities, and outcomes. We discuss implications and recommendations for service providers and future researchers. Upon the completion of this session, participants will be able to (a) obtain a better understanding on synthesizing qualitative research and the implication of the logic model in providing educational services to students with complex communication needs; and (b) describe inputs, activities, and outcomes of effective AAC services in public schools as reported by educational teams.

To participate, you MUST complete your Interest Form HERE 
Meet at the Registration Booth between 8:30 and 8:50 AM so we can escort you to the room. 

The following participants are listed:
Paula Hardin, Kisha Lee, Karen Kickham, Justine Steffens-Willis, Samantha Walte, Kim Nester 

The University of Minnesota (UMN) has a new RRTC on HCBS Outcome Measurement currently conducting stakeholder input. UMN's new Center is focused on improving the measures used to monitor services and supports funded through HCBS. The Center is truly focused on getting better person centered measures that are meaningful to people and that are psychometrically sound.

The Center has found success in getting participants from multiple states to participate  in stakeholder focus groups at conferences such as TASH. These focus groups are limited to 6 people for session. If you are interested in participating, please complete the interest form.

People interested in participating MUST meet one of following criteria:

• Young adults with I/DD (college/transition age); or
• Parent/Family Member of a young adult with I/DD (college/transition age); or
• Young adult with I/DD with dual diagnosis (mental health/I/DD) 

Complete your Interest Form HERE 

Ypu can also copy and paste the link below:
http://member.tash.org/?page=UMNFocusGR16Conf

Augmentative and alternative communication (AAC) serves as a critical "gateway to equity" for individuals who cannot use speech to sufficiently communicate. We present the findings of a mixed methods study that examined the effectiveness of a supports package for a Kindergarten boy's AAC team in supporting the team's functioning and instruction, and, in turn, the child's communication. The supports package consisted of a structured team meeting to plan the team's AAC efforts and one-on-one coaching in evidence-based, systematic AAC instructional strategies. Mixing qualitative case study and experimental single-case multiple baseline across participants design study, we highlight key features of the team's journey around (a) their experience in collectively and individually working toward common goals for the child's communication development, (b) developing each memberŸ??s instructional competence with AAC, and (c) the child's communication. We present evidence from both methods to discuss how the team's work and the childŸ??s communication were supported by the intervention package. We also share accessible video and audio footage to support our conclusions. We discuss the implications of the findings for families and practitioners who are supporting AAC for children during the school years. After the session, participants will be able to:

•  Identify seven key features to promote team functioning around AAC and how to address these features during team meetings.
• Use three evidence-based instructional strategies to support AAC learning. Ÿ?? Describe a coaching model for supporting team membersŸ?? competence with these instructional strategies. 
•  Describe the experience of one school team who participated in a team meeting and one-on-one coaching to facilitate their AAC efforts with a Kindergarten boy.

This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of culture in learning, and systematic/explicit instruction) to assist CLD students with moderate-severe ID in the preparation of postsecondary opportunities. 2. Participants will summarize strategies to increase parental involvement during academic and transition planning. 3. Participants will identify various postsecondary opportunities that exist nationwide for students with moderate-severe ID.

Today, more schools are using personalized learning as a way to meet academic standards while promoting student-driven interests. This presentation critically examines the impact personalized learning has on students with significant disabilities in K-12 schools. In particular, how an inclusive community is created through the work of teacher collaboration, peer monitoring and community support. Using case examples from schools studied in the Midwest, this presentation provides audience members with a critical look at these current practices in further detail.

This presentation will share information about the California chapter of TASH's initial steps towards creating a more diverse and culturally competent CalTASH. The presenter will share information about the creation of a Committee for Cultural Competence and its goals and strategies as well as the challenges faced thus far. The remainder of the time will serve as a discussion session for generating new ideas and supporting those from other chapters who have similar goals. Participants will learn about the opportunity to participate in the Georgetown Leadership Institute for cultural competence and how it can better prepare them to create change within an organization. They will also learn about the specific steps one chapter has taken to become more diverse and culturally competent. They will understand some of the barriers to this work and will participate in the generation of solutions and new ideas.

The SWIFT Center, a National Technical Assistance Center for Inclusive School Reform, provides academic and behavioral supports to promote achievement for all students, including students with disabilities and those with the most extensive needs. Participants attending this session will understand research of successful inclusive schools, learn about tools created by SWIFT, and can immediately apply the information provided in this session to improve inclusive practices. All of the resources that will be shared are free and accessible via the SWIFT website (www.swiftschools.org). The SWIFT-Fidelity Integrity Assessment (FIA) is a tool school leadership teams can use to collect progress-monitoring data on implementation of the SWIFT domains and features. The SWIFT Field Guide provides access to tools and resources, such as videos, discussion guides, parent & family resources, and implementation examples. This topic is important because it facilitates the implementation of inclusive practices. The mission of the SWIFT Center is to improve outcomes for diverse groups of learners, including "struggling readers, gifted, living in poverty, students with disabilities, high achievers, culturally and ethnically diverse students, and those with the most extensive needs" (www.swiftschools.org). The SWIFT Center works with schools, districts, and states to transform systems so that all students receive the supports they need to fully participate in the general curriculum. Research shows that students with and without disabilities make greater academic progress when served in inclusive settings (Cole, Waldron, Majd, 2004; Dessemontet, Bless, & Morin, 2012; Cosier, Causton-Theoharis, 2013). The resources developed by the SWIFT Center and shared in this presentation are tools that schools and districts use to support diverse learners within a fully integrated educational framework, where specialized and general educators work together in collaboration with families within inclusive settings to benefit all students. The SWIFT framework is composed of research-based domains that are essential for inclusive school reform. For example, developing strong and engaged site leadership is necessary for sustaining inclusive school practices (Waldron & McLeskey, 2010). Furthermore, forming a multi-tiered system of supports is needed to match resources to student needs identified through data (Sailor, 2009). Integrating organizational structures allows resources to be distributed as needed by students in more inclusive settings (Sailor, 2009). Developing trusting family and community partnerships is related to improved academic outcomes (Bryan & Henry, 2012). Establishing inclusive policy structures helps remove barriers and ensure sustainability of inclusive reform efforts (Kozleski & Smith, 2009). The SWIFT-FIA and SWIFT Field Guide tools are free, in-depth, and intended to be used by school leadership teams to promote the practices of inclusion. This presentation will include school-based examples and ways in which leadership teams can apply the tools to their schools to support all students in the general education classroom. Examples of how schools can work collaboratively with families will also be discussed. 1. Participants will understand research of successful inclusive schools. 2. Participants will learn how to use free tools and resources from the SWIFT Center to improve inclusive school practices and collaborative relationships with families. 3. Participants will experience school-based examples and ways in which leadership teams can apply SWIFT tools to their schools to support all students in the general education classroom. 4. Participants will learn how to use SWIFT resources to engage families in the process of including all students in the general education classroom.

Using principles of Asset Based Community Development, this interactive session provides innovative practical solutions that take an individualŸ??s interests and turn them into meaningful inclusion in their community. This session will provide attendees with tools to clear their path to inclusion, employment and increased community connections. Attendees will learn how to expand their interests, gifts and talents into real social connections. We will use a simple worksheet and local newspapers to show how opportunities for inclusion are available in typical community places. 1. Attendees will gain an understanding of Asset Based Community Development and uses toward strengthening self-determination and inclusion. 2. Attendees will discover strategies to increase their community connections and opportunities for integrated employment. 3. Attendees will map specific steps to take to participate in communities in valuable ways regardless of identified disability or limitations. 4. Attendees will understand impact of social networks on community living success. 5. Attendees will acquire tools to make use of opportunities to exercise control and identify resources in their community to sustain inclusion.

The DC Department on Disability Services is engaged in a multi-year effort to advance the employment of people with intellectual disabilities. We have engaged in systems change so that at the moment a person steps into our front door for intake, we are asking them about their vision for employment. Service planning engages people and their families in a discussion about their interest in employment and results in a goal for each person to advance them on the pathway towards employment. The Developmental Disabilities Administration and Rehabilitation Services Administration partnered and created standard operating procedures to guide coordinated services between the two agencies. Our HCBS waiver services have new definitions and implementing regulations that require a customized employment Positive Personal Profile vocational assessment and a corresponding Job Search and Community Integration Plan for every person in day services. We will discuss how person-centered thinking formed the foundation of our systems change efforts; early positive results; the challenges we have faced along the way; as well as next steps to support employment first. . 1. Participants will learn about DC's systems change efforts to advance employment first. 2. Learn how DC has amended our waiver, regulations, policy and procedure to support people on their pathway to employment. 3. Understand the operating agreement between DDA and RSA to support people with IDD in competitive, integrated employment.

This session provides instruction on creating rigorous academic lessons for a diverse group of students, including those with complex support needs. The benefits of inclusive practices, universal design for learning, differentiated instruction, and culturally responsive teaching are becoming more widely accepted and proclaimed. There is no doubt that all teachers must be prepared to teach diverse learners in a variety of settings. It is important to ground all educators in the theory of inclusive practice and as provide them with specific practices to enact that theory in real life classrooms. There are resources available that address general ideas for differentiation and universal design for learning, resources that offer specific strategies but are categorical in nature, and resources that focus only on including one or two students with significant disabilities. While this one-at-a-time format is a start, we acknowledge that teachers are faced with the challenge of meeting many diverse cognitive, social, behavioral, cultural, and linguistic needs all at once. Yes, they may have one or two students with significant cognitive disabilities, but they will almost certainly also have students with IEPs for other needs, students with 504 plans, and students with diverse cultural and linguistic needs. Teachers need theory-to-practice strategies and lesson plan examples that show how lessons can be planned to include all of these students while maintaining high expectations, building community, managing the classroom, and meeting standards and IEP/504 goals. We will focus on the concept of Ÿ??clusteringŸ? student needs to better meet individual student needs. With clustering, teachers continuously reflect on key student patterns of learning and plan instruction to address the patterns of learning, as opposed to focusing merely on individual needs, which can be overwhelming and unattainable for a teacher in daily planning. This session introduces these lesson planning strategies and a bank of inclusive practices, based on universal design for learning practices, for fair, just, balanced, challenging classroom communities where all students are supported to reach high standards for academic content. After this session, participants will be able to: 1. Identify diverse, complex needs of students in inclusive classrooms; 2. Discuss the need to universally design learning to meet all needs; 3. Produce strategies that support studentsŸ?? cognitive, social, behavioral, cultural, and linguistic needs; 4. Explain how all strategies implemented Ÿ??ripple outŸ?? to support multiple students in inclusive environments; and 5. Design content lessons that fully include all students and support all needs.

Our discussion team is comprised of an activist/advocate who founded and operated the Policy Committee for Deinstitutionalization in South Korea, a researcher who conducted a longitudinal study of deinstitutionalization for 28 years in the USA, and a professor in special education in the USA. All of us deeply engaged in deinstitutionalization movement in both countries. After briefly introducing current status and challenges of deinstitutionalization in both South Korea and USA, we will discuss and brainstorm with participants of critical issues pertaining to deinstitutionalization across countries. This presentation is directly aligned with the 2016 TASH conference theme, "Gateway to Equity", since "deinstitutionalization" movement itself is a gateway to equity for people with disabilities including severe disabilities and most countries have been experiencing some degree of challenges for deinstitutionalization as a part of community inclusion. 1. By the end of the session, participants will be able to summarize at least 5 challenges of deinstitutionalization in both South Korea and the USA. 2. By the end of the session, participants will be able to compare current status of deinstitutionalization in both countries. 3. By the end of the session, participants will be able to identify and apply at least 3 support systems to minimize social isolation of people with disabilities who have been living in the community and 3 ways to measure "quality of life" adequate for people with very significant disabilities. 4. By the end of the session, participants will be able to discuss various issues related to different living models for people with disabilities.

In a case study format, educational teams in an inclusive elementary school piloted a formal weekly planning process to design and deliver general education content at grade level to four students with extensive support needs in their age-appropriate general education classes. The process included each week a planning meeting of ?? hour or less between the educators; a week-to-week allocation of material and human resources to assure participation and learning; and assessment of successes from previous weeks to guide future planning. The process was examined using an appreciative inquiry qualitative methodology. The results reported in this session show how teams can plan, design, and deliver general education content such that equity is achieved, regardless of severity of disability. By the end of this session, participants will be able to: (a) describe an ongoing planning process between general and special educators, plus paraprofessionals, that results in higher levels of immersion, participation, and learning for students with extensive support needs in their general education classes (b) describe the implementation of effective and nonintrusive human and material supports that contribute to immersion, participation, and learning in students with extensive support needs in their general education classes; (c) design practical processes for assessing immersion, participation, and learning in students with extensive support needs in their general education classes, regardless of severity of disability; and (d) identify specific adaptations to the described planning and implementation processes to fit the teaching and learning contexts in which the presentation participants themselves have to work in their own lives.

I am a self-advocate and a person living with two significant disabilities. I have grown up with Autism and Epilepsy. I was diagnosed with Epilepsy when I was 18 months old and diagnosed with Autism when I was 2 years old. Now that I am almost 30 years old, I have developed a passion for bringing awareness to helping people better understand and serve people with invisible disabilities (Autism, Epilepsy, Anxiety, Depression, etc.) to help break the stigma that I have had to deal with growing up. In my presentation, I will make participants more aware of the struggles and the joys of living with invisible disabilities and come to a conclusion on how we, as a TASH community, can help people with invisible disabilities live more productive lives. My presentation lines with TASH's theme "Gateway to Equity" by making everyone aware that everyone should be included. There is so much emphasis a lot of times on physical disabilities because they are "seen" but there needs to be more focus on the invisible disabilities that are "unseen" so that everyone can live out the principles of equity, equality, belonging, and inclusion. By the end of the session, participants will be able to explain how understanding people who live with invisible disabilities relates to them having a better quality of life. By the end of the session, participants will be able to critique the strengths of people with invisible disabilities. By the end of the session, participants will be able to respond by taking actions to help people with invisible disabilities feel more accepted by society.

Each day, people who serve students with significant disabilities collectively and individually make decisions that affect these students' access to general education content and contexts. This presentation will use Bronfenbrenner's ecological systems theory to examine and call attention to factors that facilitate or restrict access to general education contexts and curriculum. Specifically, we will discuss student characteristics (i.e., race and age, disability label, and learning and behavioral characteristics), microsystems (i.e., special education teachers, paraprofessionals, and peers), mesosystems (i.e. Individualized Education Program [IEP} teams), exosystems (i.e., teacher education), macrosystems (i.e., policy), and chronosystems (i.e., school transitions) to illustrate how actions and activities within students' ecological systems influence important educational decisions about placement, instructional contexts, and instructional content. Implications for practice, policy and research as well as advocacy for positive changes at each level of the ecological systems model to support access will be considered. Participants will have the opportunity to brainstorm how to utilize the ecological systems framework to advocate on behalf of students with significant disabilities at their own schools. By the end of the session, participants will be able a) to identify actions and activities in students' ecological systems that influence the students' access to general education content and contexts, b) to recognize barriers to access for individual students as well as trends within local and national contexts, and c) to apply the ecological systems framework to promote positive action on behalf of students with significant disabilities at their own schools.

This session has been cancelled.

State and national policies like for example "Employment First" are essential for creating an infrastructure of programs and services geared toward promoting employment of people with disabilities (Harkin, 2012; GAO, 2010; Mank & Grossi, 2013). However, without at the same time delivering top quality support services to job seekers with disabilities, this population will continue to struggle in achieving meaningful employment and economic self-sufficiency (Drake & Bond, 2008; Johnston et al., 2009; Test & Cease-Cook, 2012). This presentation will address the conference strand of "Innovative practices in integrated employment" by sharing effective support strategies as described by 16 employment consultants (in 12 states) who were nominated for a study on effective employment support strategies and who were interviewed in the summer of 2015. The voice of family members and job seekers interviewed will be shared as well. Moreover, an emp loyment consultant will talk about his experience supporting job seekers. Finally, a self-advocate will provide additional insights about what works and how to improve employment support services. Among others, the audience of this presentation is likely to include directors of employment programs, supervisors of support professionals, support professionals, job seekers, and family members. The take home message for this audience includes a greater understanding of effective employment support strategies as described by professionals and other key players based on the most recent findings from research. The take home message for job seekers, self-advocates, and family members will be a greater awareness of the key role that they can play in shaping the services available to job seekers. After this presentation: 1. Support professionals will be familiar with the most recent findings about effective employment support strategies for getting to know job seekers, finding jobs, involving family members and other key players, and making decisions. 2. Job seekers and family members will better understand the central role that they can play in promoting job seekers' career advancement.

Over more than a decade, researchers have noted that a lack of personnel preparation to provide quality inclusive services to students with disabilities and their families is one of the primary barriers to serving students in the least restrictive, most inclusive environments (King-Sears, 1995; Holdheid & Reschly, 2008). Achieving a Gateway to Equity in schools requires purposeful in-service professional developed designed to support all education, general and special education, to create and sustain inclusive learning environment for all students. The Inclusive School Community Project (ISCP) focused on ways teachers, general and special education, construct inclusive classrooms where students with disabilities learn, experience meaningful participation, a strong sense of belonging, and full class membership. In this recent demonstration project, general and special educator teams received professional development and coaching on 6 techniques for fostering effective teaching and learning in inclusive classrooms. These techniques addressed instructional collaboration, specific teaching and learning practices, and enriched parent involvement. Coaching was the key lever for bridging teacher training to classroom practice that resulted in a positive impact on student participation and sense of belonging in the inclusive classroom. This presentation will start with an overview of these six techniques. We will then take an in-depth look at how to apply the techniques and the benefits for students. Through this demonstration project, educators constructed high-quality inclusive classrooms, built reciprocal relationships between students, parents, and educational partners, and experience results. This session will share the results of this project, lessons learned, and recommendations for replication. After this session, participants will be able to 1. Identify six inclusive teaching/learning techniques to apply in the classroom. 2. Identify 2 strategies for improving collaboration with parents. 3. Describe the characteristics of effective instructional collaboration.

The proposed structured discussion will be formatted as outlined below. During open discussion the presenter will moderate the discussion, by ensuring that participants who want to speak are given an opportunity. If there is a lull in the discussion, the presenter/moderator will encourage participation by asking open-questions directly related to what other participants have shared. 8-MINUTE INTRODUCTION TO THE TOPIC Brief overview of existing policy statements (e.g., American Academy of Pediatricians, Council for Exceptional Children) and research on inclusive education for students with severe disabilities and complex health care needs. Brief description of how inclusive education for this population connects to the TASH theme ƒ??Gateway to Equityƒ? and supporting this population to live ƒ??a fair, just, and balanced life.ƒ? 3-MINUTE GETTING TO KNOW EACH OTHER AND GROUND RULES Session participants will be asked to raise their hands to identify what group they identify with (e.g., parent, self-advocate, teacher, therapist, researcher). Ground rules for the session will be outlined: (a) Give others the opportunity to speak (e.g., do not talk over others); (b) Respect each otherƒ??s point of view; and (c) Keep the TASH theme ƒ??Gateway to Equityƒ? in mind. 8-MINUTE OPEN DISCUSSION FOR QUESTION ONE What are the current issues and challenges in schools around inclusive education for students with severe disabilities and complex health care needs? 8-MINUTE OPEN DISCUSSION FOR QUESTION TWO How can schools address the issues and challenges identified in order to promote inclusive education for students with severe disabilities and complex health care needs? 8-MINUTE OPEN DISCUSSION FOR QUESTION THREE How can schools respond to studentƒ??s and their parentsƒ?? diverse backgrounds and perspectives (i.e. race, culture, sexual orientation, gender expression, or socioeconomic status) when implementing inclusive education for students with severe disabilities and complex health care needs? 8-MINUTE OPEN DISCUSSION FOR QUESTION FOUR How can schools implement inclusive education for students with severe disabilities and complex health care needs in order to support this population to live ƒ??a fair, just, and balanced life?ƒ? 3-MINUTE CLOSING The presenter/moderator will summarize key points discussed. The presenter/moderator will inquire with session participants if there is a shared interest in creating a special interest group on the TASH website and/or Facebook page to continue to build connections, share information and resources, and passion for inclusive education for individuals with severe disabilities complex health care needs. This session proposal aligns with this yearƒ??s TASH theme by (a) facilitating session participants to form connections with each through sharing and dialoguing on inclusive education for student complex health care needs; (b) by focusing the discussion session strategies to promote inclusive education for this population, and (c) by explicitly connecting the discussion to TASHƒ??s theme.. By the end of the session, participants will be able to: a) summarize key issues and challenges in promoting inclusive education in schools for students with severe disabilities and complex health care needs b) discuss strategies schools can use to redress barriers to inclusive education in schools for students with severe disabilities and complex health care needs c) discuss how schools can respond to diverse perspectives and backgrounds when implementing inclusive education for students with severe disabilities and complex health care needs d) discuss how schools can implement inclusive education for students with severe disabilities and complex health care needs in order to support this population to live ƒ??a fair, just, and balanced life?ƒ? 3) develop connections with other session participants, and understand different viewpoints and experiences related to inclusive education for students with severe disabilities and complex health care needs

Children with disabilities are highly vulnerable in emergency situations. They require more preparation and assistance to fully participate in emergency plans and procedures (Balbus, & Malina, 2009); yet their needs often are inadequately addressed in school emergency plans (Boon, Pagliano, Brown & Tsey, 2012). They also are likely to experience difficulty executing emergency plans. For example, children with physical disabilities can be less likely to act proactively and/or meet physical requirements for evacuation (Van Willigen, Edwards, Edwards, & Hesse, 2002), while children with cognitive disabilities may not recognize signs of environmental threat or become anxious and confused in response to emergency signals (Kailes & Enders, 2007). Children with disabilities also can experience adverse, psychological and physical reactions after an emergency (Somasundaram & van de Put, 2006). The purpose of the proposed presentation is to conduct a discussion regarding preparation, reaction, and responses to school emergencies for students with disabilities from an educational, law enforcement, and counseling perspective. A special educator, a mental health police officer, and college counselor will share experiences and ideas for proactively managing school emergencies for students with disabilities. Participants will be involved in discussions regarding current preparedness, identifying needs for specific students in terms of physical environment and school context, and planning for support of psychological and physical needs of students with disabilities following an emergency. This presentation aligns with the conference theme ƒ??Gateway to Equityƒ? by examining the needs of students with disabilities during school emergencies. Schools must be adequately prepared in emergency situations to protect the safety of all individuals they serve. . Upon completion of this presentation, participants will be able to ƒ?› Examine causes of school emergencies within their communities ƒ?› Distinguish between the current status and the proactive approach required to include children with disabilities in school emergency planning ƒ?› Identify supports for students with various types of disabilities and their caretakers during emergencies ƒ?› Design supports that are consistent with law enforcement and first responder objectives during an emergency ƒ?› Summarize means for proactively addressing studentsƒ?? psychological, physical and behavioral needs following an emergency.

Associate Editors will meet to discuss the status of the journal and make plans for the coming year.

For many typical students, participation in extracurricular or afterschool activities provides rich and memorable experiences. Regrettable, relatively few students with severe disabilities participate in such activities, despite several benefits they provide: promotion of full inclusion and social acceptance and natural opportunities to practice IEP goals. The purpose of this presentation is two-fold. First, a synopsis of current research about this issue is presented. Second, a discussion about the barriers to such participation and ways to ameliorate the situation are presented. In particular, how such participation is influenced by gender, cultural diverse background, socio-economic status, and student support needs are addressed. 

Objectives:

1. By the end of this session, participants will describe the extent to which students with severe disabilities participate in extracurricular activities, the barriers that present them from participating, and the kinds of activities that are supported. 

1. By the end of this session, participants will describe the extent to which extracurricular activities are included in IEPs and what are the specific outcomes addressed. 




2. By the end of this session, participants will explain how involvement in extracurricular activities can be promoted. 




3. By the end of this session, participants will be able to determine how participated is affected by gender, diversity, socio-economic status, and support needs. 

By the end of this session, participants will describe the factors that motivate parents to want their children involved in extracurricular activities. 

Research Background:

This presentation summarizes current knowledge about the participation of students in extracurricular activities and evidence-based practices to promote such involvement. 

Importance:  For many students, participation in extracurricular activities represents their most enjoyable school experience. Such activities provide opportunities to promote inclusion and social acceptance and practice IEP goals. Nevertheless, relatively few students participate in such activities. Participation in extracurricular activities is a potentially valuable and underused means to achieve full inclusion. 

Translating this content into improved outcomes: The purpose of this presentation is to inform TASH members about barriers that deny students opportunities to participate in extracurricular activities, and to suggest ways in which participation can be facilitated and supported. Increased participation will potentially produce desired academic, social, and functional learning outcomes for participating students. 

Methodology: It is well acknowledged that students with severe disabilities continue to remain socially isolated, with limited opportunities to participate in socially integrated activities outside of the classroom. Although participation in extracurricular activities would appear to be practical and efficient way to ameliorate this situation—a natural and evidence-based practice that serves as a “Gateway to Equity”—it is an underused service.  The presentation will review and discuss a number of quantitative and qualitative studies about extracurricular activities conducted by the presenters. Recommendations to enhance participation will be presented First, Agran et al. (in press) surveyed a sample of special education teachers (n= 146) from a mix of rural, urban, and suburban communities across five states. Descriptive data were reported. A major finding of the investigation was that respondents had strong beliefs about the value of extracurricular activities, but felt it was not their responsibility to facilitate or support afterschool activities. Last, relatively few parents request that their children participate in extracurricular activities.  Pence and Dymond (2016a) surveyed 60 middle and junior high school special education teachers. Data from surveys were analyzed using the Statistical Package for the Social Sciences (SPSS 21.0). Results indicated that teachers valued including students in school clubs and believed that students benefitted from engaging in club activities, yet they did not view this setting as a place to address curricula. Issues with supports, transportation, and planning were identified as barriers to participation.  In a second study by Pence and Dymond (2016b), a multiple case study design involving three high school students was used to explore the participation of students with severe disabilities (SD) in inclusive extracurricular school clubs, as well as their motivation for involvement. Preliminary findings suggested that focal students oftentimes participated differently than their peers, with limited preparation for their involvement. Peer members were also found to play an essential role in facilitating students’ ongoing engagement in club activities.  Thoma et al. (2016) interviewed 19 participants (9 teachers, 3 parents, and 7 students) across three states, asking them to share their opinions about extracurricular activities. Three members of the research team reviewed the transcripts, using an a priori coding method. The majority of interviewees valued extracurricular activities but identified a number of problems (e.g., parent lack of interest, lack of teacher interest, transportation, scheduling). Additionally, the findings of an ongoing survey being conducted by Agran and Dymond (2016; projected completion, October) will be presented. The study involves a stratified national sample of special educators i.e., teachers who serve students with severe disabilities in middle, junior high, and high schools. Both descriptive and statistical analyses are being employed. Among the questions asked are: What difference does participation make; Are activities and related skills being included in IEPs, and how are outcomes measured?; Is participation differentiated by gender, ethnicity, socio-economic status, support needs, and classroom placement?; and what are the benefits of participation parents want their children to achieve? 

 

Opportunities for individuals with developmental disabilities to express themselves creatively in inclusive settings are often difficult to find. This session will explain how Abilities First created a business model through Art Inspired Academy (AIA) to provide inclusive creative arts classes, and how this business has changed the lives of its students and the community. Students have developed and performed original theater productions, created murals that are on display in local businesses, and were given an opportunity to express and communicate in new ways. They have also made friends, gained confidence, developed social and prevocational skills, and learned to work as part of a team. In addition to social skills, woven into the classes are opportunities to improve fine motor, gross motor, communication, intellectual development, and in general a better understanding of the human condition. Individuals who do not have disabilities enjoy the classes and come away with new friendships and a greater understanding of acceptance and diversity. AIA offers art, music, dance and movement, and theater classes for children and adults. Each class is open to anyone, whether they have a disability or not. AIA staff members are former Service Coordinators, Teachers and Habilitation Specialists, trained to work with students with significant disabilities and behaviors. AIA also works with many volunteers, so every student who requires one-on-one assistance to complete the class is able to receive it. Working with volunteers from local universities from a variety of fields of study (music therapy, theatre, social work and education) allows multiple demographics to learn more about diversity and inclusion within the Fine Arts. Funding sources for AIA include private pay, Medicaid Waiver, and the Southwest Missouri Autism Project. Scholarships have also been received from Friends of Abilities First and CC Links, along with local fundraising efforts. AIA classes are held in various locations around Springfield, including several churches and Drury University. We are working with community partners to offer classes through the Boys and Girls Club for the next school year. Abilities First is not aware of any other program like Art Inspired Academy anywhere else in the United States. 1. After this session, participants will understand how the use of inclusive creative arts can be used to help individuals achieve their goals and participate in their community. 2. After this session, participants will have the knowledge needed to return to their communities and implement inclusive opportunities in their community.

One agency and the people they support will share their stories of how to provide person-centered supported living and community day services where people are included in community settings which fully meet the HCBS Waiver Rules. Discussion topics will also include systems change strategies for agencies and programs to move from segregated services to inclusive community services by implementing person-centered practices in order to comply with new federal regs. Participants will be able to: summarize the shared stories of how to provide person-centered supported living and community day services; to explain community settings which fully meet the HCBS Waiver Rules; discuss systems change strategies for agencies and programs to move from segregated services to inclusive community services; and comply with new federal regulations.

As the need for more inclusive practices are more prevalent, students with various disabilities are being educated within our area high school with same age peers. However, one population of students have less opportunities. The majority of students with severe disabilities are being educated in a self-contained setting for the majority of the day, learning from a functional life-skills curriculum. Results of this study, a survey design, investigated high school general education teachers' knowledge of terminology, practices, and supports related to teaching students with severe disabilities. The findings emphasize the need for more professional development and supports to teach students with severe disabilities in inclusive settings.

Objectives:
a. Through participation of this presentation, participants will be able to: a. Describe high school general education teachers' knowledge of terminology related to teaching students with severe disabilities.
b. Describe high school general education teachers' knowledge of supports for teaching students with severe disabilities.
c. Describe high school general education teachers' knowledge of evidence based practices for teaching students with severe disabilities.
d. Discuss discrepancies in high school education teachers' knowledge and identify areas for professional development opportunities.

The voucher/charter school movement continues to damage capacity and support for community based public inclusive education. Across the country the development and proliferation of vouchers and charter schools has steadily progressed despite resulting inequities, segregation, poor educational practices, and fraud in this private takeover of education. Ohio, which leads the country in developing charter and voucher schools specifically developed for students with disabilities, provides a particularly useful vantage point for understanding why and how this is occurring. Over 27,000 students with disabilities in Ohio now attend charter schools, many of whom attend segregated "autism units" and alternative schools for students with emotional/behavior issues and learning disabilities. This movement happened relatively quickly, with limited resistance. Opposition is slowly growing, but primarily focused on low achievement scores. More extensive research in Ohio documents how charter development decreases property values and school spending on instruction and teachers (Cook, 2016). In this discussion, we examine the powers, ideology, and Ÿ??rent seekingŸ?? strategies behind this movement including alliances between government, financial, philanthropic, and corporate sectors that are driving it. More specifically, we present empirical and theoretical evidence connecting voucher/charter school movement with the kind of corrupt market practices that caused the subprime mortgage crisis of 2008. While there is now widespread acknowledgement of how financial and banking sectors have weakened the economy and enriched themselves at public expense, few see the same mechanisms driving the school Ÿ??choiceŸ? / charter school movement. We argue that both are manifestations, of what economists call rent seeking (appropriating public recourses for private gain without creating additional wealth, or public benefit). Both subprime mortgages and charters promised shortcuts to provide greater choice, opportunity, excellence, and equity for all. We present evidence that they have, in fact, provided just the opposite in Ohio. Voucher and charter schools have not only failed to provide equity and excellence but actually continue to perpetuate inequality, segregation, while undermining public education and damaging the very communities they claim to preserve. We argue that it is not sufficient to simply point out the excesses and failures of the charter school movement without a grounded theory as to why this is happening and more detailed understanding of the broader implications and economic mechanisms at work. Using Ohio as a reference to understand and resist the process described above, this discussion will be structured to critically examine the charter school industry in terms of: 1) the nature and impact of its rent seeking practices; 2) specific legislative interests, tactics, and outcomes; 3) the seductive nature of the language deployed via terms like "choice;" and Ÿ??free market;" and 4) the challenges and complexities of providing educational options that promote inclusive public education in impoverished and segregated communities. By the end of this session, participants will be able to: a) recognize how the notions of "free market" and "school choice" are being used to cloak the pernicious outcomes of rent seeking deployed by moneyed interests in privatizing education; b) describe how this process is especially relevant to students with disabilities; and c) discuss options and implications for public, democratic, inclusive education

This presentation highlights the ways that students with autism who type to communicate position themselves and each other as ???advocates?? in dialogue with one another and the researcher as a collaborative inquiry group. Together, the group spent time constructing, engaging in, and even complicating individual and collective acts of advocacy (actions they often described as ???teaching??) through public self-representation, direct consultation, and art-making. To illustrate the different (sometimes conflicting) ways in which the overarching topic of advocacy emerged as part of this larger narrative inquiry, this presentation will highlight illustrative conversations and a culminating collaborative art project that, literally, made visible these individual and collective notions of advocacy. It will also elaborate on the practical implications of these students??? perspectives on advocacy and approach to crafting inclusive experiences through conversation and community building. 4) Identify ways to make space for student participation in constructing inclusive practice

"I'm a Free Man!" were some of the first words Ahmad shared after regaining his guardianship in May of 2016. Ahmad is a recent graduate from the University of North Carolina at Greensboro's 4 year certificate program in Integrative Community Studies. Join us to hear about the journey of Ahmad and his family over the past 27 years. We will share about our experiences, the power of networking, overcoming difficulties, and setting high goals. By the end of the session, participants will be able to 1. identify the importance of building strong relationships and connections which lead to a meaningful life 2. Identify specific ways to allow someone to make choices of their own without taking full guardianship 3. demonstrate an understanding of additional options to guardianship and how to provide support as needed 4. Identify the importance of allowing one to make their own choices and learn from natural consequences

Identifying the Individual speaks directly to the central themes presented by the 2016 TASH Conference: Autonomy, inclusion, self and external respect, self-advocacy growing towards active citizenship, a unique sense of Disability Community, and the concept of true togetherness will all be explored by a diverse and engaging panel of young professionals with disabilities. Starting with a more subtle glance into personal background and preferences of descriptive terminology, the panel will delve deeper, eventually touching on issues of bias, cultural and systemic perception as it relates to oppression, and eventual progress desired in what "disability" will someday mean to society from the up-and-coming self-advocate professionals. Following participation in this immersive. discussion-based session, attendees will be enabled to: a.) Effectively learn, explain, and distinguish key concepts surrounding personal and societal identifiers. b.) Acknowledge underlying, obscured, and pervasive barriers to inclusion surrounding the modern ways in which individuals are titled and referred. c.) Educate and empower other self-advocates, families, and professionals on positive methods used to better understand and communicate with people with disabilities. d.) Easily understand and discuss issues of Disability Identity, Learned Helplessness, Self Awareness/Worth/Pride, Disability Affirmation, Systemic Oppression, and Communal Attachment. e.) Develop workable action plans towards increasing agency and community awareness, communication, and inclusion.

This presentation describes a case study focused on addressing challenges and leveraging facilitators to effective partnership with parents and implementation in home and community settings. Through the perspectives of a parent and University partners we describe a process for developing, implementing, and analyzing a communication and independence program for a young girl with a significant intellectual disability and functional blindness. Implementation by the parent of evidence-based practices supported deeper inclusion and independence of their child in home routines and community activities. After this session, participants will be able to:
1. explain and reflect on opportunities for their application of a process for collaborating with parents on their implementation of a communication program at home,
2. list the steps to teaching a child with significant disabilities communication skills through the exchange of objects,
3. describe strategies for supporting families in their use of evidence-based practices (e.g., time delay, structured work systems) by embedding independence focused skill development throughout home routines,
4. reflect, from a parent's perspectives, on the challenges and facilitators to effective partnering and implementation of evidence-based practices in the home and consider implications for application in their settings.

When working with children with autism spectrum disorder and other disabilities, it is important to teach why hygiene, and keeping clean is important. It is also crucial to teach them why it is important to have good hygiene. Most students with disabilities are not aware of the importance of personal hygiene, and have to be taught the Ÿ??how toŸ?? in a concrete manner. Some of them need to be independent on how to keep clean, and why to be clean as society look at them in a different manner (Sitlington & Clark, 2006). Personal hygiene takes a long way to success and raising self-esteem, by feeling good about yourself. By keeping body clean makes you feel good about yourself. BY smelling good, wearing clean clothes, polished shoes, using deodorant, neatly combed hair, and brushed clean white teeth, helps make friends, being hired at job sites for adolescents and also keeping jobs. Good personal hygiene should be taught as a skill to be independent for younger students with special needs. For older students this skill will teach them self-care, modesty and responsibility. Moreover, adolescence is the time hygiene contributes to keeping relationship, dating and job security. This presentation on hygiene skill is for individuals with disabilities. The lessons focusŸ?? on providing engaging and interactive lessons for students with ASD and similar disabilities. Transition research tells that students lose their jobs due to lack of social skills such as personal hygiene (Flexer et al, 2013). Ÿ?? The participants will learn how to teach usefulness of hygiene to students with ASD. Ÿ?? The attendees will learn benefits of teaching hygiene to students with special needs. Ÿ?? The research will discuss ways to teach oral hygiene, bathroom hygiene Ÿ?? By the end of the session, participants will learn all aspects social rules related to hygiene for students with special needs. Ÿ?? By the end of the session participants will understand the importance to address hygiene and related behaviors for children with ASD and related disorders.

Special School District of St. Louis County (SSD) has adopted the Baldrige Criteria for Performance Excellence Education Criteria as their continuous improvement framework. For more than 5 years, SSD has been implementing the principles and practices of continuous improvement throughout the district, or as they often say, "From the Board Room to the Classroom". Hear from staff about what it takes to create and sustain a high-performing learning system, one that engages students and families as partners and promotes the inclusion of student voice within classroom learning systems. Participants of the session receive practical tools and resources to support the implementation of student data folders, and the engagement of students in the creation of a classroom mission and goal setting, as well as strategies for recognizing achievement. Impact of these approaches will be shared. Participants of this session will be able to: a) explore one districtŸ??s approach to engaging students in classroom culture and day to day activities b) gain specific strategies, tools and resources to increase student engagement, allowing for students to have voice and choice within their learning by being engaged in setting the culture of the classroom and the study of both class and individual student data.

Overview of both the process and outcomes of a current early childhood program located in the Midwest regarding inclusive education for preschool learners 3-5 yrs. of age that have a diagnosis of autism. I will be discussing the two new tools utilized in the research study and the preliminary results found that will be published in my dissertation. These tools that measure both process and outcomes have never been utilized before in this field. By the end of the session, participants will be able to a) understand the effects of Leaders & Practitioners beliefs, feelings & behaviors on teaching preschool learners with autism in inclusive settings.. b) explain the barriers of inclusive practices c) Discuss new strategies/tools that will assist in changing mind sets and the "inclusive" culture of schools.

A Holisitic Approach to planning for your own life. As many states change from vendored to self determination type programs, how can the person best self evaluate their own life and create a plan for the future using the new model.. * Learn about how the disability support systems are changing in the upcoming years * How can we focus on normalcy vs a very regimented life when it comes to people with special needs when a person with disabilities becomes an adult. * In what ways will the system change in terms of the some of the new medicaid regulations.

Early versions of managed care had been described as imposing services on people rather than working with them to design better coordinated and integrated support. What changed? In the recent iteration of managed care program design, companies have learned to ask people with disabilities and families what works best for them. In this presentation, members of the Anthem Disability Policy Engagement Team, the National Advisory Board (NAB) on Improving Health Care Services for Older Adults and People with Disabilities and self-advocates will discuss the ways Amerigroup /Anthem has learned to listen, engage and respond to self-advocates in order to support them to plan and implement services and supports that work for them and their families in the community, at work and at home. . ƒ?› Participants will learn about the structures that Anthem / Amerigroup has established to engage with their members with disabilities. ƒ?› Participants will explore several strategies for informing managed care what works that they can implement in their states. ƒ?› Participants will provide feedback to presenters on how to improve self-advocate and advocate engagement in managed care programs.

The purpose of this study was to gather information about teachers' views of their preparation or readiness to demonstrate skills associated with inclusive education and collaboration. This study included the use of a survey that was sent electronically to general and special education teachers at six schools in one district. Additionally, interviews were conducted with three teachers to explore their preparedness for inclusive education and collaboration in greater depth. The results of this study can be informative for stakeholders in teacher preparation and professional development, as a way to improve and increase inclusive practices. The results shed light on specific aspects of inclusion and collaboration in which educators report to be prepared. Additionally, the results suggest components of inclusive education and collaboration in which teachers may benefit from ongoing support in order to practice. While teacher training needs regarding inclusive practices can pose a challenge, examination of the specific skills associated with inclusive education and collaboration could enable key stakeholders to identify areas of opportunity for training and support of both pre-service and in-service teachers. 1. After this session, participants will be able to identify the skills related to inclusive education and collaboration that teachers report being highly prepared and less prepared to demonstrate. 2. After this session, participants will be able to explain the importance of focusing on specific aspects of inclusive education (e.g. adaptations, planning for implementation of IEP goals) as topics for professional development and ongoing support and coaching. 3. After this session, participants will be able to describe differences in reported preparation based upon the educatorsƒ?? number of years prior teaching experience, number of years prior experience including students with significant disabilities, and previous coursework and training in inclusive practices.

Self-reflection is a critical component of teaching; yet, many educators do not objectively view their practice outside the scope of their specific discipline. This presentation will show how journals were used for a cohort of graduate students - in special education and other educational disciplines - to reflect on their leadership skills as they pertain to students with significant support needs. Students chronicled their journeys as they critically reflect on their current belief system and their future educational leadership roles in relation to students with severe disabilities. After this session, the learner will be able to: a) discuss the benefits of using journals to encourage self-reflection; b) discuss examples of how self-reflective journals can impact practice; c) identify steps to determine thematic journaling prompts.

To counter possible misconceptions and stereotypes, teacher education programs have experimented with the integration of narratives written by or about individuals with disabilities into required special education coursework. This presentation shares the results of a qualitative study examining the impact of this literature on nontraditional pre-service teachers. As future educators in inclusive environments, their understandings of disability have a direct impact on the educational experiences of children within the classroom setting. After this session, participants will be able to: 1) identify the characteristics of nontraditional college students. 2) describe the genre of inclusion literature. 3) detail the results of a qualitative study examining the impact of inclusion literature on nontraditional pre-service teachers. 4) consider the larger impacts of this study for teaching practices in teacher education programs.

Annual meeting of the committee to consider agenda for following year and to plan changes in Connections

Decades of research identify the need to improve the IEP meeting process for families and students with disabilities. The purpose of this panel will be to present key research-based practices aimed to enhance the IEP meeting process. Specifically, we will present the following promising practices: (a) a tiered IEP meeting model for family and student support that embeds student facilitated practice, parent support, shared-decision making, and alternative dispute resolution practices; (b) practices for supporting culturally and linguistically diverse families; (c) the importance and use of advocates; and (d) quality of life planning through the lifespan. In keeping with the “Gateway to Equity” TASH theme, attendees will walk away with a collective understanding about the importance and relevance of connecting key stakeholders to innovative practices designed to enhance the IEP meeting process in an effort to renew the field of special education for the ultimate benefit of students with disabilities.

Objectives:

 As a result of this session, the participants will:
1. Summarize the past four decades of research about parent and student experiences with the Individualized Education Program Meeting  
2. Integrate a continuum of parent and student friendly conflict prevention and resolution practices into their pre-existing knowledge about the Individualized Education Program Meeting process.
3. Describe the characteristics of effective special education advocate training and practice. 4. Identify culturally and linguistically diverse practices aimed to support parents and students throughout the Individualized Education Program Meeting.
5. Describe Individualized Education Program planning practices aimed to support individuals through the lifespan (e.g., employment, education, and life skills).   

Research Background:

The purpose of this panel is to present parent and student friendly strategies used to enhance the IEP meeting process. 

Importance: Research indicates most IEP meetings lack student involvement, parent input, culturally and linguistically supportive practices, individualization, and effective transition-focused planning. Because the IEP is an evolving process aimed to prepare students for successful futures, there is a noted need to enhance this practice for the field. 

Translating this content into improved outcomes: Through this presentation, the  "what" and "how" of the IEP document and meeting are aligned and defined to empower stakeholders to actively participate using a collaborative approach. This collaborative framework is encouraged throughout research, supported through the spirit of IDEA, and can potentially ameliorate existing problems with the IEP meeting.  

Methodology: This panel will present findings from four different research studies, including (a) a tiered IEP meeting model; (b) practices for supporting culturally and linguistically diverse families; (c) the importance and use of advocates; and (d) quality of life planning through the lifespan.   For the purposes of clarity, the panel chair will lead in the discussion based on a qualitative phenomenology research study, specifically qualitative interviews to explore parents, parent advocates, educators, administrators, and facilitators’ experiences with IEP and Facilitated IEP (FIEP) meetings. Until this study, FIEP meetings were recognized for dispute resolution practice and defined as a process using a trained impartial facilitator to attend and facilitate an IEP meeting to ensure all team members are equal contributors and to assist the team with active problem solving, interacting respectfully during disagreements, and maintaining focus. While the FIEP meeting is recognized as a dispute resolution option, very limited research about the model exists.   Using purposeful sampling techniques, we interviewed 32 parents, parent advocates, educators, administrators, and facilitators representing 13 different states across the US who had experience with the IEP and FIEP meetings.   Interviews were one hour long, audiotaped, and took place over the telephone. Interviews followed a protocol; however, they were open-ended with follow-up questions asked as needed. Each audiotaped interview was transcribed verbatim and analyzed using a sequential three-step qualitative analysis process using open, axial, and selective coding procedures. This process involved reading through the transcripts line-by-line and applying an open code to the data. The second stage of data analysis, axial coding, used the established open codes and classified them according to conceptual categories identified across the interviews. The last stage, selective coding, involved reviewing the code categories and identifying which categories were prominent in more than half of the transcripts. These categories were also collapsed into larger themes. We then selected quotes to illustrate the themes.   Participant experiences with FIEP meetings were overwhelmingly positive. One noteworthy finding was that the participants’ negative experiences with non-facilitated IEP meetings directly contrasted with their positive experiences with FIEP meetings, with participants sharing that FIEP meeting practice can be a valuable tool used to enhance IEP meetings in general. In fact, many educators shared that their experiences and training on FIEP meeting practice positively affected their non-facilitated FIEP meetings, even without an external facilitator involved.   Additionally, two major defining categories specific to an emerging FIEP model surfaced. First, the model encompasses collaborative components for conflict prevention and dispute resolution (i.e., facilitator skills, focus on the student, consensus building). Second, the model utilizes procedural practices (i.e., pre-meeting, agenda, norms/ground rules, visually charting, and a parking lot) that were described as enhancing the organization and outcome of the IEP meeting practice itself.   The participants’ positive validation of FIEP meetings indicated this model might be a valuable process that can be used to both prevent and resolve conflict between parents and educators. Data resulted in an emerging and promising IEP meeting model for researcher and practitioner use.