RN to BSN Program
Wednesday, August 3, 2011 – Pre-Conference
12:00 p.m. – 5:00 p.m. Art Exhibits
Display by Students with Disabilities
Edinboro University
Display by Center City Arts
Stairways Behavioral Health
3:00 p.m. – 8:00 p.m. Registration/Information Table
4:00 p.m. – 4:50 p.m. Panel Discussion – Cinema Room
Student – Athletes with Disabilities and Why They are Successful in Life
This will be a 50 minute panel discussion headed by the Head Wheelchair Basketball Coach from Edinboro University and the Men’s Senior National Team – Jim Glatch. The panel will also include Edinboro University Alum Mike Looney, Trevon Jenifer, and Chris Burke. These three will discuss life as an Edinboro Student- Athlete with a disability and how their transitions to post graduate life have been successful due to this involvement.
5:00 p.m. – 6:00 p.m. Dinner
6:00 p.m. – 9:00 p.m. Youth Wheelchair Basketball Tournament
Come support the participants attending Edinboro University’s wheelchair basketball camp.
Thursday, August 4, 2011 – Conference Day 1
8:00 a.m. – 5:00 p.m. Registration/Information Table
8:00 a.m. – 5:00 p.m. Art Exhibits
Display by Students with Disabilities
Edinboro University
Display by Center City Arts
Stairways Behavioral Health
8:00 a.m. – 9:00 a.m. Continental Breakfast
9:00 a.m. – 9:30 a.m. Welcoming Remarks
Interim President Jim Moran
9:40 a.m. – 10:40 a.m. Concurrent Session I
Presentation I: Making Important Choices….Leading Empowered Lives
Throughout the years, students/parents have expressed their frustration that in high school, nobody seemed to know what to do with their student, and they desired having learning experiences that assisted them in acquiring the knowledge and skills needed to effectively transition into a post-secondary institution. They recognized that college guidance was lacking and had to be independently sought out. Instead, parents of other students with disabilities were utilized for advice. Yet, poor guidance sometimes led to being denied admission to desired school due to lack of pre-requisites (i.e. foreign language, math). Navigating disability related resources was also often difficult. Beckwith Residential Support Services heard this from enough students that we recognized the need to help even out the experiences of students with disabilities and their able-bodied peers. This resource is our transition mentoring programs specifically designed to address high school students and their parents.
Paige Lindahl-Lewis, M.S.,
Disability Specialist
Beckwith Residential Support Services
University of Illinois
Presentation 2: Accessibility 360°
Since the introduction of the Americans with Disabilities Act in 1990, colleges and universities throughout the country have made great strides in addressing the problem of physical barriers to those with mobility impairments. Adaptations such as curb cuts, ramps, elevators and accessible bathrooms are now ubiquitous in many institutions of higher education. Although much is yet to be accomplished in this area, enough progress has been made that it is time to think in terms of the logical next step: empowerment. Our proposal for an integrated information system for the disabled is based upon the belief that knowledge is empowerment, both physically and socially. Through a filtered system of information, we hope to enable the physically disabled to go through their day unencumbered by the time-consuming effort of working out complicated logistics. Accessibility 360° © is a proposed comprehensive information system made available to the public through existing modes of communication, media and technology which will help the disabled move seamlessly through their day.
Timothy W. Hiles, Ph.D.
Associate Professor of Art History
The University of Tennessee
Cary Staples, M.F.A.
Professor of Design
The University of Tennessee
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Presentation 3: |
Veterans with Traumatic Brain Injury (TBI) and/or Posttraumatic Stress Disorder (PTSD): Tips to Assist in the Transition to Employment |
This presentation is designed to provide rehabilitation counselors, employers, community service providers, and postsecondary educators with information that can be used to help returning veterans with TBI and/or PTSD as they transition to employment. Participants will learn about the symptoms of PTSD and TBI and the associated behaviors. The advantages of hiring veterans with disabilities will be addressed as well as workplace accommodations that can help veterans perform their jobs more efficiently. The presentation will include an overview of the tax incentives for hiring veterans with disabilities. Available resources employers can use to meet the needs of veterans with TBI and/or PTSD will also be discussed.
Susan H. Packard, Ph.D., LPC, CRC
Professor/ Coordinator of the Rehabilitation Counseling Program
Edinboro University
11:00 a.m. – 12:00 p.m. Morning Refreshment Break
12:00 p.m. – 1:50 p.m. Lunch
12:30 p.m. – 1:15 p.m. Keynote
Jyh-Hann Chang PhD. ABPP (rp)
Assistant Professor
Clinical Psychologist
East Stroudsburg University of Pennsylvania
2:00 p.m. – 3:30 p.m. Concurrent Session II
Presentation 4: The Foundation Program
It is estimated that, within the next five years, one in every 100 college applicants will be diagnosed with Autism Spectrum Disorder. In 2008, Mercyhurst introduced a program to meet the unique needs of the growing population of college students diagnosed with Asperger Syndrome (AS) and Autism Spectrum Disorder (ASD).
The Asperger Initiative at Mercyhurst (AIM) is designed for students who, while exhibiting superior intellectual ability, face challenges in executive functioning and social interactions. Recognizing the need for transition for this population, in 2011 we added the Foundations Program which was specifically designed for college-bound teenagers with Asperger Syndrome and high-functioning Autism Disorder. The program focuses on the development of skills necessary to succeed in college and includes therapeutic, learning and social components. Through lecture and interaction with the audience, we will give rationale for the Foundation Program, discuss the efforts made in recruiting, developing an application process, review of documentation, interview, planning, implementing and evaluating a three week residential program for individuals with autism spectrum disorders (ASD).
Janet Pawlowski
Licensed Psychologyist/ Licensed Marriage and Family Therapist
Founder and Clinical Director of KaleidAScope, Inc.
Erie, PA
Dianne Rogers
Director of the Learning Differences Program at Mercyhurst College
Foundations Program Director
Mercyhurst College
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Presentation 5: |
“The Elephant in the Room: Strategies to succeed in Transitional Disability Management Planning” |
Beckwith Hall was established at the University of Illinois at Urbana-Champaign as a transitional residence hall for students that require assistance with their activities of daily living. It was assumed that residents would naturally learn the skills necessary to be more independent and responsible. However, it became obvious that acquiring the skills for independence does not spontaneously result from mere residence in Beckwith. There was a clear need to provide educational resources for students to gain skills necessary to succeed in every facet of their lives. Thus, in addition to immediate residential support services, Beckwith supported residents benefit from a Transitional Disability Management Program (TDMP) that helps prepare them for the greatest possible independence as they graduate from the University of Illinois. The program is structured to focus on specific skills based upon their individualized transitional goals and how long they’ve been a resident. First-year Beckwith-supported residents meet with professional staff weekly to guide them through the multitude of transitional issues they face, from time management to how to work with non-family members for personal care. Other areas that residents focus on within their TDMP may include self-advocacy, moving into an apartment, internship or study abroad, accessing University resources, etc.
Paige Lindahl-Lewis, M.S.,
Disability Specialist
Beckwith Residential Support Services
University of Illinois
Presentation 6: An Employee/Employer Balance: The Keys to Successful Employment
This interactive and engaging session will focus on an effective employment model that emphasizes the balance between youth/young adult education/self-advocacy and employer support and development. This combined focus has proven to be a successful model in Pennsylvania for youth/young adults from diverse backgrounds in both obtaining and maintaining employment.
Michael Stoehr
Educational Consultant
The Pennsylvania Department of Education
Pennsylvania Training and Technical Assistance Network
Chaz Kellem
Manager of Diversity Initiatives
Pittsburgh Pirates
Chris Mielo
Youth Mentor & Technology
PEAL Center
3:30 p.m. – 3:45 p.m. Afternoon Refreshment Break
3:45 p.m. – 5:00 p.m. Concurrent Session III
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Presentation 7: |
Aging-Out Foster Youth: How to transition youth w/ disabilities from ‘being in’ to ‘leading in’ their social, educational & work environments |
After a brief overview of the disparities in outcomes between youth with and without disabilities in the child welfare system, a variety of innovate interventions are explored with session participants. Special emphasis is placed upon moving beyond the mere presence of our youth in various social, educational and workplace settings to their meaningful participation and leadership in these venues. Although there is a distinct emphasis on foster children, this presentation is relevant for all in service to youth with disabilities. The session includes opportunities for participants to apply the new knowledge to their individual practice settings.
Sara Lichtenwalter
Gannon University Social Work Program
Gannon University
Meghan Nagle
Gannon University Social Work Program
Gannon University
Presentation 8: Promoting Career Development through Work Incentives for Young Adults
With over 1,000,000 youth with disabilities receiving benefits from the Social Security Administration (SSA), it is a profound opportunity to promote economic self-sufficiency as these individuals transition into adulthood. SSA programs are confusing to most individuals, and this is particularly challenging for beneficiaries who are planning careers while in high school or pursuing post-secondary education. An array of work incentives are available that address income, savings, and continuing eligibility yet most beneficiaries, family members and professionals are unaware of these. This session will create awareness of work incentives and recognize how they might be utilized among students who receive SSA benefits. In addition it will offer recommended best practices to maximize these resources.
Joy Smith
Team Leader Community Work Incentive Coordinator
AHEDD
Kris McNutt
Community Work Incentive Coordinator
AHEDD
Presentation 9: Project for Freedom: A Model for Employment
Pittsburgh Disability Employment Project for Freedom is a 501(c)(3) nonprofit organization founded in 1998.The mission of the organization is to provide technology, customer service and job readiness skills training to assist in gaining competitive employment opportunities for qualified individuals with disabilities. We train for jobs that exist, according to the Three Rivers Workforce Investment Board the number of customer service jobs is growing every year, and we have created partnerships with businesses and government that enable us to meet their staffing needs while they hire our students.
Coleen Vuono
Pittsburgh Disability Employment Project for Freedom
5:00 p.m. – 5:45 p.m. Hors d’oeuvres/Networking/Vendor Tables/Art Displays
Friday, August 5, 2010 – Conference Day 2
8:00 a.m. – Noon Registration/Information Table
8:00 a.m. – Noon Art Show by Students with Disabilities
8:00 a.m. – 9:00 a.m. Continental Breakfast
9:00 a.m. – 9:40 p.m. Keynote (potential)
9:45 a.m. – 11:15 a.m. Concurrent Session IV
Presentation 10: ASD College Coaching
More and more students with Asperger’s Syndrome or an ASD diagnosis are getting into college, but are they ready? The ASD College Coach works to build the necessary independent skills to be successful in College. Self-Advocacy and Self Awareness are developed in addition to working on Executive Functioning Skills and Metacognition.
Brenda Eaton M.Ed. BCBA
Chester County Intermediate Unit
Downingtown, PA
Presentation 11: Living Together Is an Art
Community is all of us. Learning to live together in a way that includes all, creates room for all, provides equal opportunities for all to fully participate in and co-create community involves planning, purpose, shared commitment, and, yes, creativity. To 18 photographers with various disabilities (physical, mental, developmental, behavioral, cross, and other) and diversity of age, gender, and neighborhood, we gave cameras and a charge: Through the medium of photography to share their experiences, both positive and negative, in the areas of: community accessibility, health care accessibility, and social capital.
The “Living Together is an Art” photo voice display will involve some of the photographers who will share of the “why” behind their photos and how the particular photograph sheds light on a broader issue and concern. Selected photographs will be used as the conversation point for a facilitated discussion on issues impacting persons with disabilities; how society has improved and areas still needing significant, positive change; and how, together, we can envision and make plans to create a more open, inclusive, accessible, and just society.
Reverend Sally Jo Snyder
Community Organizer for Persons with Disabilities
Consumer Health Coalition
Pittsburgh, PA
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Presentation 12: |
Transition: Meet and Greet Individuals with Hearing Impairment- An Innovative Approach |
This session will outline and innovative approach for students with hearing impairments in learning the transition demands from secondary to post-secondary training. An outline of the development of the “Meet and Greet” program at Intermediate Unit #5. A visual presentation of the events and programs will be shared with participants.
Dr. Jean C. Faieta
Professor of Early Childhood and Special Education, Edinboro University
Supervisor for the Hearing Impaired and Visual Impaired, Intermediate Unit #5
Mrs. Kathleen Broadbent
Teacher of the Hearing Impaired
Intermediate Unit #5
Mrs. Kelley Levis
Teacher of the Hearing Impaired
Intermediate Unit #5
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Presentation 13: |
Ensuring Effective Secondary Programs and Post School Outcomes: Pennsylvania’s Indicator 13 Process |
This session will provide an overview of the process utilized by school districts and charter schools throughout Pennsylvania to assist students age 14-21 in achieving successful post-secondary school outcomes. This effective practice model also provides educational entities with the skills needed to meet the federal Office of Special Education Programs (OSEP) Indicator 13 requirements. The Indicator 13 model in Pennsylvania includes the process of incorporating age-appropriate transition assessments with a focus on post-school goals in developing measurable annual IEP goals and transition services. Information regarding the outcome data from Pennsylvania‘s past cohort years as well as details regarding the training plan for Cohort year # 4 targeted local education agencies will be provided.
11:15 a.m. – 11:30 a.m. Morning Refreshment Break
11:30 a.m. – 1:00 p.m. Concurrent Session V
Presentation 14: My Story: Survival Guide for College-Bound LD Students
The presenter will discuss his journey from grade school through college. He will use his real-life experiences to show students, parents, and educators that the next great wave of diversity for colleges are students with learning disabilities. The skills and coping strategies it takes for youth/young adults to succeed in college will be reviewed.
David Carson
Admissions Counselor
La Roche College
Author, Survival Guide for College-Bound LD Students
Presentation 15: Touring the Landscape: Optimizing Self-Direction
A parent/professional/family perspective of the trials and tribulations while traveling through the transition years. Workshop will include personal stories and experiences living with and supporting transition-aged youth with a variety of mental health needs.
Recovery & Resiliency Specialist
Value Behavioral Health of PA
Sue Klaus
Manager of Prevention, Education & Outreach
Value Behavioral Health of PA
Sue Miller
Prevention, Education & Outreach Coordinator – Cambria Co
Value Behavioral Health of PA
Shelley Thomas
Prevention, Education & Outreach Coordinator – Crawford, Mercer, Venango Counties
Value Behavioral Health of PA
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Presentation 16: |
Utilizing the Social Model of Disability in Transition and Empowerment in Secondary Education |
The presentation addresses “Transition, Independence and Empowerment” providing research on transition issues related to the social model of disability to addressing Nancy Schlossberg’s transition theory on how students “move into" secondary education and how the social model of disability applies to students “moving through” secondary education and how the social model of disability is applied to the “move out” phase of a four-year post-secondary experience.
Department of Educational Studies & Secondary Education
Bloomsburg University
1:00 p.m. Box Lunch for Departure of Attendees
