Providence, Rhode IslandApril 12, 2013

ABOUT TASHEstablished in 1975, TASH has long been at the forefront of disability rights advocacy, and is a leader in promoting evidence-based practices that support the full inclusion and participation of children and adults with signi!cant disabilities in all aspects of community life. We believe that this is accomplished through a collaboration of stakeholders, including family members, self- advocates, professionals, policy-makers and many others who seek to promote equity, opportunity and inclusion.

CO-HOSTS

SPONSORS

Rhode Island Department of Human Services - O"ce of

Rehabilitation Services

Rhode Island Department of Elementary and Secondary

Education

TASH New England Paul V. Sherlock Center on Disabilities at

Rhode Island College

LETTER FROM THE EXECUTIVE DIRECTOR

On behalf of the TASH Board of Directors and TASH New England, WELCOME to Promoting Self-Determined Futures. We are honored you are here and look forward to sharing our vision of an inclusive world with you.

Thanks to TASH New England and the Paul V. Sherlock Center on Disabilities for their as-sistance organizing and hosting this event. A special thanks to the conference sponsors, the

Rhode Island Department of Elementary and Secondary Education and the Rhode Island Department of Human Services- O!ce of Rehabilitation Services.

We are excited that you have chosen to share your day with us to learn about successful transition from school to adult life for youth with signi"cant dis-abilities as well as the philosophy and values that guide successful practice. We hope you will gain an understanding of cultural responsiveness, areas of need related to diversity and cultural competency, and ways to promote supportive environments across di#ering cultures and perspectives. We encourage you to engage with our "eld experts during the discussions and how-to workshops; and take full advantage of the conference.

And, if you haven’t already, please consider joining us at the TASH Conference in Chicago, December 11-14, 2013! Learn more by visiting tash.org/2013tash!

Best wishes,

Barbara TraderTASH Executive Director

HEADSHOT

Learn more about the 2013 TASH Conference - the advocacy, education and networking event of the year - by visiting us on the web at tash.org/2013tash

8 a.m.

Registration, Refreshments and NetworkingFaculty Center Main Room

8:45 a.m.

Opening RemarksBarb Trader, TASH, and Tony Antosh, Paul V. Sherlock Center on Disabilities

9-9:30 a.m.

Evidence-Based Instructional Practices and Student Focused PlanningMary Morningstar, Professor of Special Education and Director of the Transition Coalition, University of Kansas

9:30-10 a.m.

Using Discovery to Improve Transition OutcomesNorciva Shumpert, Private Consultant

10-10:15 a.m.

Break

10:15-10:45 a.m.

Knowing and Doing What’s Right for Me in CollegeMeg Grigal, Senior Research Fellow, University of Massachusetts, Boston and Co-Director, Think College; Debra Hart, Director of Education and Transition Team, Institute for Com-munity Inclusion, University of Massachusetts, Boston

9-11:45 a.m. Morning Sessions (Faculty Center Main Room)

Presenters will each provide a 30 minute introduction to their topic by reviewing the basic tenets of their areas of practice and suggest ways other stakeholders (parents, adult service providers, self advocates and state agencies) can work together to improve transition outcomes.

10:45-11:15 a.m.

Life After High School: Building Inclusive Futures Based On Talents, Gifts and Capacity Darcy Elks, Private Consultant, Educator and Advocate; Mary Elks, University Student and Self Advocate; and Kristen Ludwig, Transition Support and Outcomes Specialist

11:15-11:45 a.m.

Rethinking Guardianship: Facilitating Life-Long Self DeterminationDohn Hoyle, Executive Director, The Arc of Michigan

11:45 a.m. - 1:15 p.m. Working Lunch

Awards Presentation

Panel of Self-Advocates and Parents: Lessons Learned from Self-Determined LivesNick Glomb, Walt Glomb, Claire Rosenbaum and Hannah Rosenbaum; Facilitated by Tony Antosh and John Butterworth

(lunch will be provide outside the Faculty Center Main Room)

3:45 p.m.

Closing RemarksBarb Trader, TASH, and Tony Antosh, Paul V. Sherlock Center on Disabilities

1:15-3:45 p.m. How-to Workshops (Gaige Hall)

A description of each workshop is available on the following page. Please attend the workshop you selected prior to the conference. If you do not have your room assign-ment, please check at the registration desk.

Session A, Room 209

Evidence-Based Instructional Practices and Student Focused PlanningMary Morningstar, Professor of Special Education and Director of the Transition Coalition, University of Kansas

High school is a critical period of time to prepare youth with signi!cant disabilities to develop the skills and supports needed to lead quality adult lives. An essential step in the transition process is supporting youth to take the lead in planning for their future. This session will provide information and resources to help educators learn about ways to promote culturally responsive self-determination using evidence-based curricula and interventions. Educators and families will learn about how to create supportive environments across di"ering cultures and perspective that will lead to positive and enviable lives in which the student is central to the vision.

Session B, Room 211

Using Discovery to Improve Transition OutcomesNorciva Shumpert, Private Consultant

Discovery is a process that involves spending time with the youth and their family. Information is gathered through conversation and observations of daily life activities, then translated into the youth’s areas of interest and ideal social and environmental conditions that “work” for this young person. This capacity “picture” is developed through Discovery and guides the planning for their life in the community. They want to live, learn, play and work in their community. In order for these activities to be suc-cessful, planning for these activities should be driven by a meaningful “picture” of the young person.

Session C, Room 213

Knowing and Doing What’s Right for Me in CollegeMeg Grigal, Senior Research Fellow, University of Massachusetts, Boston and Co-Director, Think College; Debra Hart, Director of Education and Transition Team, Institute for Com-munity Inclusion, University of Massachusetts, Boston

1:15-3:45 p.m. How-to Workshops (Gaige Hall)

Mary Morningstar Norciva Shumpert Meg Grigal Debra Hart

College is !lled with opportunities for self-discovery and exploration leading to enhanced self-determination and maturity. This interactive workshop will examine the elements of college that impact self-determination skills for youth with intellectual disability. Using student stories and videos, participants will explore some of the chal-lenges faced by students with intellectual disabilities as they learn to navigate the col-lege campus and balance their social and academic commitments. Strategies will be shared to increase student self-awareness, and their ability to plan and communicate needs related to accommodations, time management, study skills, and goal setting.

Session D, Room 225

Life After High School: Building Inclusive Futures Based On Talents, Gifts and Capacity Darcy Elks, Private Consultant, Educator and Advocate; Mary Elks University Student and Self Advocate; and Kristen Ludwig, Transition Support and Outcomes Specialist

Many young adults with disabilities and their families have a big and positive vision of an interesting life – with lots of exploration and opportunities to grow, meet new people, and go new places – including attending a typical post secondary educa-tion institution (e.g., university, college, or trade school). This workshop will: give participants an opportunity to think about typical pathways and experiences that are available to high school graduates within our culture; o#er ideas on how to develop a big vision of a big and exciting young adult life; share experiences that others have in pursuing a life of possibility after graduation; and, discuss practical ways of making a vision a reality (e.g., funding, recruitment of others to assist – paid and unpaid sup-porters, etc.).

Session E, Room 258

Rethinking Guardianship: Facilitating Life-Long Self DeterminationDohn Hoyle, Executive Director, The Arc of Michigan

This presentation will provide participants with a long-term view of the consequences of establishing guardianship. It will cover alternative and empowering ways to address the barriers and circumstances that will inevitably face students with a cognitive or intellectual disability as well as those with communication di"culties as they move into the adult world. This session will a#ord attendees the reason and methodology to embrace TASH’s position statement on this subject.

Darcy Elks Mary Elks Kristen Ludwig Dohn Hoyle

www.tash.org/2013tash

See you in Chicago!