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3:15-4:30pm Presentations (Sunday)

Facilitated Discussion on Strategies and Supports for Students with Intellectual Disabilities and Students with Similar Limitations           

Wil Francis    

Bixby 3

Some DSPS staff recently reported (i.e., at the CAPED Spring Dive-In) that their campuses have “eliminated” remedial courses. Some of these courses were used by students with intellectual disabilities and other similar limitations (e.g., students with autism spectrum disorder and specific learning disabilities) to access community college and to accomplish broader goals (e.g., course completion, certificate and degree completion, workforce preparation, career advancement, and community participation). DSPS staff are concerned that some students will “disappear” (i.e., in terms of their participation) from the community college as one consequence of the reduction and elimination of remedial courses. This session will provide a facilitated discussion between panelists and conference participants designed to identify what strategies colleges are implementing to support students who previously may have benefited from remedial courses and related academic supports. The purpose of the discussion is to: 1) illuminate emerging and promising practices, as well as to 2) identify DSPS’ need for professional development. Future training and technical assistance (TA) may be developed based on the themes that emerge from the discussion.


Chancellor’s Office Update 

Mia Keeley    

Bixby 4

This session will provide the latest information on new initiatives and other related topics coming out of the Chancellor’s Office. This will be accompanied by a question and answer portion.


EACs, Math Support: Two Models 

Julie Land, M.S., M.A.


This Breakout Session is intended for LD Specialists and DSP&S Coordinators who may be considering the possibility of offering an Educational Assistance Course designed to provide math support for students with a wide array of disabilities. Faculty from El Camino College and Saddleback College will describe their EAC models and share enrollment requirements, Course Outlines of Record, syllabi, and sample handouts. Session content will highlight activities which demystify mathematical concepts, promote critical thinking skills required for math, and reinforce both procedural and spatial memory. Discussion will include appropriate automaticity techniques, individual and collaborative learning, and self-monitoring techniques to help students track their progress as well as their willingness to take risks, such as by asking questions or initiating tasks.  Ideally, Session participants will recognize how an EAC for math support might serve students co-enrolled in Math, whether their assignments are online or in hard copy. Statistics will be provided with regard to successful Math course completion rates of DSP&S students taking an EAC for math support as contrasted to those taking Math without an EAC.  Discussion will also include the typically positive impact on students as they identify the value of math, both academically and in life, and as they experience the “”community of  mathematicians”” in their Math Support EAC.  This session reflects the Convention strand: “Enhancing Learning and Engagement Opportunities for Students with Disabilities.” Session Presenters truly look forward to sharing their ideas, materials, and enthusiasm with participants!


“From White Deaf People’s Adversity to Black Deaf Gain”         

Rezenet Moges-Riedel         


Using Bauman and Murray’s (2014) “Deaf Gain,” this talk will re-visit how these scholars suggested a paradigm shift from the devaluating label of “hearing loss,” established by an ideological “normalcy” that ensued from the early 20th century.  I will re-evaluate the history and the sustainability of Black Deaf identity during the hardship of language oppression.  My argument is that the coercion of White able-bodied homogeneity and the ideology of normalcy backfired and, in turn, became a form of Deaf empowerment as a positive situation for the Black Deaf Americans.  Due to the enforcement of the oral policy in U.S. educational system during 1890s through 1960s, the language transmission of American Sign Language (ASL) for many generations of White Deaf people were fractured (Gannon 1981).  Despite the poverty of their segregated school settings and resource, the language variation of Black Deaf people in the South, called as “Black ASL” (McCaskill et al. 2011), flourished due to the historical adversity of White Deaf experience.  Thus, the sustainability of Black ASL, which I am re-framing as “Black Deaf Gain” presents a different objective of the ontology of Black Deaf experience.

            As the researchers of “Black ASL” have gathered not only the historical signs but modern signs that were influenced by current media and Black culture (McCaskill et al. 2011).  Today, Black ASL remains highly visible when two fluent-signing interlocutors share similar intersectional backgrounds with Black ethnicity, Deaf identity and same class.  Otherwise, their language repertoire will shift to the generic language-use of ASL with other non-Black or non-Deaf signing people.  Therefore, the identity of this ethnic group is significant and sets an enriching membership among Black Deaf community because they share the same struggle in life and create a safe space among themselves.  Given the bio-cultural diversity and the historical prosperity of this linguistic diversity of Black Deaf people, this paper offers an analysis on the unusual underlying privileges of being Black and Deaf to this frequently-marginalized group on the timeline of Deaf Empowerment in American Deaf culture.  Finally, the target audience for this talk will attract a plethora of people with different racial/ethnic backgrounds, research interests in intersectionality, hidden archives, or disability history/issues, and occupations in human development and social justice.



Bauman, H-Dirksen L. and Murray, Joseph J.  (2014). Deaf Gain: Raising the Stakes for Human Diversity. University of Minnesota Press.

Gannon, J. (1981). Deaf heritage: A narrative history of Deaf America. Silver Spring, MD: National Association of the Deaf.

McCaskill, C., Lucas, C., Bayley, R., & Hill, J. (2011). The hidden treasure of Black ASL: Its history and structures. Washington, DC: Gallaudet University Press.”


My disAbilities Book Project           

Marie Doerner           

Broadlind 1

Target Audience: Faculty, staff, students and family of people with disability

Purpose: Share information about how a book written from first person experience can enlighten the public, students, staff and faculty.

Objective: Discussion of the book can help people understand a variety of disability related issues. Give examples of people with disabilities who survived and prospered.

Learning Outcome: Disability can occur at any time, to any one, anywhere.

____ Implementing a College-Wide Universal Learning Program

Stacey Kayden         

Broadlind 2

Smartxt” is a comprehensive program, Universal Learning for all student.

This presentation will explore the Smartxt program which includes:

1.Samples of introducing faculty to the benefits of Text-to-Speech for their classes:  enhanced free textbooks with audio support and embedded study strategies, writing with audio editing support.  Audio Note takers for on demand access to enhanced lectures.  Access to both the audio and visual of a lecture, hear and see the lecture in text and captioned in a foreign language. 

2.Support videos and documents for both faculty and student users

3.On-going support through student tutors, student user group and internet zoom meetings

4.Sample budget and funding sources and Alignment with statewide initiatives

Assistive technology tools are easy to access. This presentation will explore a DSPS paradigm shift and faculty are our beneficiaries.  Given the new college mandates, we now have a college audience open to the benefits of assistive technology.  Assistive Technology benefits all students.


Enabling Access: Innovations in AT          

Eileen Hopkins         


Purpose: Increase awareness of innovations and opportunities that are available to increase accessibility to content for a wider population

Objective: The attendees will understand the new opportunities and advantages to support a broader population, presented by captioning

Target audience:  All professionals facing challenges in enabling access to content

Learning outcomes: Understand the common challenges faced by institutions and the possibilities presented by innovation and technology


Inclusive PSE for Individuals with IDD at California State Universities

Beth Lasky    



This session will share current inclusive programs for individuals with IDD at California State University campuses and the need for additional programs.  Participants are encouraged to join the discussion to investigate establishing a unified CSU approach to increase the multiple paths to post-secondary education for individuals with IDD.


To increase the awareness and discussion about inclusive PSE within the California State University system.


At the conclusion of this session, participants will,

1.identify the need for more programs at CSUs, and contrast existing CSU programs, and

3.discuss ways to collaborate with school districts and community colleges to support individuals with IDD in transitioning to a CSU.

Learning Outcomes

Notes and a list of participants with be shared after the session.

Target Audience

Faculty and staff from higher education programs, parents and others interested in the topic.

Description of Presentation

Postsecondary Education (PSE) choices for students with IDD have increased considerably over the last twenty years.  Throughout the United States, many universities offer inclusive options for individuals with IDD.  Unfortunately, the California State University (CSU) system has not systematically opened their doors to this population. 

In California, there are approximately 17 PSE programs for students with ID (see  The majority of these programs are on community college campuses.  Two of the programs in California are on four-year campuses.  Of those two programs, only one program, is at a CSU campus program, CSU Fresno.  Students with ID, in the Fresno Wayfinders program, take courses with the general college population and even live on campus. An additional inclusive program is beginning at CSU Northridge in Fall 2018.  This has to change.  There needs to be additional programs at other CSU campuses.

The CSU has over 400,000 students and approximately 11% with disabilities attending.  CSU campuses have the capacity (strong disability resource offices, strong expertise of faculty, and a large student body of typical peers who are willing to support and mentor individuals with disabilities), to implement and sustain a robust inclusive program for individuals with ID. 

            This session will be an open forum for discussing current programs, and how to establish more programs throughout the CSU system.  All of us are connected to a CSU campus.  One presenter will share looking for a place for her son, after high school, and trying to build inclusive communities.  One presenter directs the Fresno Wayfinders program and one person directs the CSUN Explorers program. The other two presenters are eager to begin programs at their CSU campuses.

Griffin, M. & Papay, P. (2017).  Supporting Students With Intellectual and Developmental Disabilities to Attend College. Teaching Exceptional Children. 49(6). pgs. 4l1-419.

Hart, D., Grigal, M., & Weir, C. (2010). Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities. Focus on Autism and other Developmental Disabilities. 25(3), pgs. 134-150.

Additional information about this topic can be found at Think College.