2015 TASH Conference

Hosted by: Joann Nolls

TASH Talks are informal discussions regarding a topic that are not meant to provide answers, but rather evoke creative thinking about an issue (e.g. personal experience, story, point of view).The presentations are chosen at random from the list below.  And, each presenter delivers his/her talk around a particular topic for 8-10 minutes. 

This Year's TASH Talks are:

• Man on Fire: Youth Leadership in Civil Rights
• 1:1 Para Professional: Promotion of Optimal Independent 
• Aging and developmental disabilities
• Communication & Acceptance is the Cure
• Shut Out: My Story and the Need to Presume Competence
• Tweet It: Disability and Social Networking Sites
• Assessing Quality of Life in Students with DD Enrolled in UC's TAP

At the end of the Talks we will screen this short film, Brandon's Story, A Mother's Voice (Part of TASH’s Film Festival), And  short talk about Leading Organizations of Americans with Disabilities Call for Reform of AbilityOne® Program  by Michael Bailey 

As we celebrate 40 years of leadership through TASH, new leaders are emerging in our youth. Benjamin McGann is a young man with autism who does not speak. However, his words communicate his loud and clear message about human rights, communication and education. Ben writes, ?My goal for myself going forward is to be an advocate for nonspeaking people everywhere. I want to be a leader in the new civil rights movement. The rights for people with autism to have the same access to education as normal people! I have a revolution to lead!?.OBJECTIVES: 1. Discuss the rights of people who do not speak. 2. Describe ways to include students who do not speak in general education. 3. Discuss leadership opportunities for youth with special needs. 4. Develop improved understanding of the abilities of students who do not speak but desire to learn.

Parents of students with severe disabilities and the students themselves are directly impacted when a 1:1 para professional is serving the student on a daily basis. Over the last 40 years little quality research has examined the critical role and accountability of the 1:1 para. This presentation explores the ways parents, with assistance from their child, can make informed requests for quality trained paras, as well as strategies to monitor the degree of support that best encourages the student?s growth and independence.

I supported Gail for five years. On her last day, I stood by her bed when they made the decision to remove the ventilator. I kissed her goodbye before they moved her to a private room and then I left, heading out into the cold night air with the sensation of her forehead on my lips. When Gail died her disability died with her, and so did the rationale for my presence in her life. I was no longer her worker, I was transformed into a person who had loved her and lost her. . OBJECTIVES:As a result of this workshop participants will be able to reflect on the complexities of the paid support role when it becomes end-of-life care. Participants will be encouraged to identify the potential ethical dilemmas that end-of-life presents for paid workers, and to consider how the relationship between paid staff and family may undergoes a renegotiation at this time. Participants will reflect on the need for clear communication, transfer of knowledge, and the need to structure how hospital staff will shared information between staff and family.

There are increasing number of post-secondary programs that have become available for individuals with developmental disabilities over the past several years. There is little information known about how the participation in postsecondary education affects their quality of life (QOL). Availability of social network and supports may have a significant impact on QOL and overall successful adult outcomes. Objectives: 1.To examine aspects of quality of life in UC's TAP students using both surveys and individual interviews. 2. To examine how QOL measures are related to individual, environmental, and UC TAP program factors. OBJECTIVES1. Discussion research methods and results. 2. To discuss the conclusion that may give us an understanding of specific environmental and support factors that may predict success in post-secondary education programs that may allow us to develop specific supports for individuals with DD to live independently 2. To gain competitive employment 3. To achieve optimal adult outcomes in the community IMPORTANCE: The results revealed that most important quality of life domains were interpersonal relationships, personal development, and self-determination. This is critical information that has significant implications for the development and modification of existing postsecondary education programs. TRANSLATING TOPIC INTO POSITIVE OUTCOMES: Understanding of specific environmental and support factors that may predict success in post-secondary education programs may allow us to develop specific supports for individuals with DD to live independently, gain competitive employment, and achieve optimal adult outcomes in the community.

Huan Vuong is a nonspeaking young man with autism who advocated for inclusion in general education classes through multiple IEP meetings. In this TASH TALK, Huan will present his view on autism, inclusion and acceptance. His perspective is, "tests that require motor or speech are never going to accurately measure the intelligence of autistics. Labeling students intellectually disabled sets the lowest possible expectations. I have constantly been mislabeled as cognitively impaired therefore I have been denied regular teaching." "I do realize that I live in the typical world but feel most at home with those who embrace all of me." . OBJECTIVES: 1. Describe the limitations of cognitive and academic testing for students with motor planning issues. 2. Discuss the need for inclusion of students who do not speak in general education. 3. List alternative ways for students who do not speak to show their comprehension. 4. Demonstrate the understanding that nonspeaking does not mean nonthinking.

Emma Budway is a youth leader who advocates for the presumption of competence. Emma values general education curriculum and has appreciation for the reciprocal value same-age typical peers provide. "Competence is something those of us with autism have but

Individuals with significant disabilities and their families are finding ways to express their voice through the digital universe. The question becomes whether this voice is making a direct impact on those outside their immediate social circle. I look at how social networking sites are currently being used to support individuals with disabilities and pose questions to audience members on ways to strengthen their voice in future posts.