Track: Innovative Practices in Disability Disciplines

Developing the Self in a Community through Poetry and AI

While there is little research available at this time on using AI with individuals with intellectual disabilities, the presenters do have experience using AI with both university-level classrooms and current research with individuals with intellectual disabilities. In these situations, the participants have learned how to be thoughtful and intentional about their use of this technology and see it as a tool rather than a replacement for their own creativity, while also embracing the dynamics of the language, images, and concepts that it may provide. In their work, Ippolito, Yuan, Coenen, and Burnam (2022) followed professional creative writers in their use of a specific AI tool, Wordcraft, and found that these particular authors used it primarily as a search tool rather than a crafting tool, but would also ask it to describe particular scenes (a memorable moment, for instance) or used it to help with editing. Our experiences, however, have asked students to use their chosen AI tools to help them develop a more robust language usage and visualization of their work, while also using it to create deeper meaning to their own work.

Key Learning Outcomes

1) Participants in this presentation will learn skills to integrate artificial intelligence into their practice.
2) Participants in this presentation will learn about different artificial intelligence tools that will support individuals in developing language, descriptive skills, and images that are representative of their ideas.
3) Participants in this presentation will have the opportunity to see how artificial intelligence tools were used with individuals to create poetry and visualizations of that poetry to enhance their individual expression, connections to one another, and to a greater community.

Improving Post-School Options and Transition Planning for Students with Disabilities

Each of the new policies and laws are based in research and best practice and will be presented as such.

Key Learning Outcomes

Attendees will learn about new state laws regarding dual enrollment and transition.
Attendees will discover new postsecondary data from the Board of Regents.
Attendees will learn about the university programs for students with intellectual disabilities.

Division of Developmental Disabilities Initiatives : PBS Training, AAC Trainings, New Resources, New Member Advisory

Utilizing Behavioral Support Professionals and Subject-Matter Experts, new Positive Behavioral Support trainings have been launched in the state including a train-the-trainer program to provide additional supports for positive outcomes for DDD Members and staff.

‘AAC 101’ for First Responders provides awareness of alternative methods of communication for best possible outcomes for people with communication differences and how to assist them in the event of an emergency.

Key Learning Outcomes

-Education about the new Positive Behavioral Support Training.
-Efforts made by DDD to educate and inform First Responders about AAC and to provide information about converting their existing technology to support AAC users.
– Provide information about the new Member Advisory Council and additional supports provided by DDD

Analysis of Vocational Rehabilitation Services for Transition-age Youth with Intellectual and Developmental Disabilities in Arizona

To answer the questions posed by the ADDPC regarding how well is Arizona’s VR program performing in helping transition-age youth (ages 14–24) with IDD obtain their employment goals, the authors of the report: reviewed Arizona policy documents that currently guide their VR services, reviewed Arizona’s data regarding employment outcomes for transition-age youth with disabilities and adults with IDD, and conducted interviews and focus groups with individuals who were knowledgeable about Arizona VR. The authors used a constant comparative method of analyzing the data from within and across data types to identify themes (Charmaz, 2000; Degeneffe & Olney, 2010; Dellve et al., 2000; Kendall, 1999; Mactavish & Schleien, 2004). We assigned each document to at least one unit of analysis. Examples of units of analysis might include “high satisfaction” or “low satisfaction” with VR services for youth and family, promising practices, and particular demographic characteristics, including racial/ethnic group or other differences that emerged through the quantitative analysis and were further explored in qualitative interviews.

Key Learning Outcomes

1. Participants will understand the methodology behind the report and how the authors came to their conclusions.
2. Participants will learn about both the current strengths and weaknesses of Arizona’s VR system in serving transition-aged youth.
3. Participants will learn about effective strategies to better help Arizona VR serve transition-aged youth, including youth from culturally diverse backgrounds, that they can promote in their communities.

Building a Community to Support Students for Work-based Learning Success

From our preliminary stages to our continuous implementation of this program, the Sonoran UCEDD in partnership with Vocational Rehabilitation has successfully increased the number of student participants, community engagement and family awareness and support. Our internal model for technical support through job coach training holds a high level of understanding on an individual basis. As our job coach training is in continuous collaboration and communication with the student, staff and employer. The conscious efforts to implement any necessary supports while working on the job help to increase the student’s independence, sense of self and overall awareness. With the development and sustainability of our employment partnerships, our programs involvement has also increased the benefit of cultural awareness, community engagement and student expectations for competitive integrated employment. Communities within the urban and rural populations we serve are now given the opportunity to build back into their own communities for future hire.

Key Learning Outcomes

1. Awareness and understanding that these services do not end with us-rather they are continued through the help of our employers, students, schools, and family supporters.
2. Increased awareness and knowledge regarding the importance of building and maintaining relationships with employers and the community as well as educating others on the benefits of Work-Based Learning opportunities.
3. Shifting the lens with a First Employment outlook.
4. Increased knowledge base of skills and tools utilized throughout the process and development of a work based learning program and their experiences.

Life Support and Skill for Success

Proposal summary:
This presentation summarizes the key points Vocational Rehabilitation recommend to youth/students transitioning from High school who are deciding their future career goal and would like to attend higher education classes, the requirements students need to be enrolled in college classes. It also explains what are the two different regulations that are cover under IDEA for Public education vs. ADE that regulates higher education institutions. We will cover how to choose the right path or training they need to reach their career goal with the guidance of a Vocational Rehabilitation counselor. Please join us and learn more about the secret to success !!

Key Learning Outcomes

1. Introduction of what is VR
2. Knowledge of process in VR/Transition services
3. Determining a career goal

Inclusive Pathways: Enhancing Higher Education for Individuals with Intellectual and Developmental Disabilities

Over the past decade, a significant expansion has occurred in national programs offering post-secondary options for individuals with intellectual and/or developmental disabilities (I/DD). However, few of these programs exhibit full inclusivity and possess empirical evidence supporting their efficacy. According to Alqazlan et al. (2019), individuals with I/DD who access opportunities and support within inclusive post-secondary education (PSE) settings are poised for meaningful employment, community integration, social acceptance, and independent living (Miller et al., 2018). Additionally, peer supports, including peer mentoring, have demonstrated effectiveness in fostering positive academic, social, employment, and mental health outcomes (Wilt and Morningstar, 2020). Nevertheless, data suggests minimal opportunities and supports in Arizona to facilitate these outcomes effectively (Cawthorne, 2016; Milem et al., 2016). The Supporting Inclusive Practices in College (SIP-C) program provides comprehensive support to students with I/DD across Northern Arizona’s expansive territory. A SIP-C participant will share their firsthand experience navigating college with a learning disability, illustrating how academic and natural supports contributed to their success and positive collegiate experience.

Key Learning Outcomes

1. Understand the significance of inclusive higher education for individuals with intellectual and developmental disabilities, including its impact on employment, community integration, and independent living.

2. Explore effective peer support strategies, such as peer mentoring, in fostering positive outcomes for students with disabilities in post-secondary education.

3. Gain insights into the challenges and opportunities of inclusive practices in higher education, focusing on the SIP-C program in Northern Arizona and its role in supporting student success.

Flirting Beyond Barriers: Cultivating Romantic Relationships within the IDD Community

Dillon et al. (2011) describe identity development as an ongoing process of exploring one’s sense of self regarding a set of values and beliefs. As a part of this progression, an individual examines how they would like to maintain consistency in their values, including sexual identity. Recent research has suggested that identity development takes place through adolescence and adulthood (Dillon et. al, 2011). Individuals with IDD have similar sexual desires, needs, and curiosities as those in the general population, but are consistently excluded from conversations about sex and relationships (Gougeon, 2009). There have been legislative efforts to advocate for the rights of individuals with IDD, however, Neuman (2022) notes that efforts have not adequately addressed inequities and the unique needs of IDD populations. Despite the salient role of socialization in the development of sexual identity, individuals with IDD report being told that parenthood was not an option or that their lives were already too complicated to include intimate relationships (Neuman, 2022; Booth, 2000; Booth & Booth, 2004). Given this discrepancy in education and the inequitable considerations for individuals with IDD, this project aims to amplify their voices and include them in conversations about sexuality development.

Key Learning Outcomes

1. Participants will gain an accurate understanding of the attitudes, experiences, and desires of individuals with IDD centering around relationships: Video-recorded interviews will provide an opportunity for the voices of individuals with IDD to be heard. These first-hand narratives will offer participants a new perspective of sexuality development among individuals with IDD. Participants will further their understanding of the nature of sexuality development and disrupt negative societal stereotypes.
2. Participants will be encouraged to include individuals with IDD in discussions concerning sexuality development: Adults with IDD are commonly excluded from conversations around sexual and romantic relationships. Amplifying the voices of adults with IDD will cultivate healthy environments for discussions regarding sexuality development. Accurate depictions of lived experiences among adults with IDD will encourage inclusion in formal and informal conversations concerning sexual and romantic relationships.
3. Participants will learn to disrupt harmful assumptions around human development for individuals with IDD: Participants will be encouraged to de-stigmatize societal beliefs that people with IDD are asexual or incapable of participating in a romantic relationship. Recognizing adults with IDD as sexual beings will create an environment for healthy sexuality development.

Including a Co-Teacher with an Intellectual Disability in a University Class: Meet Justice and John

There is not a lot of research on this subject but we are going to highlight feedback from our students both formally and informally that will demonstrate how Justice has had a positive impact on the class.

Key Learning Outcomes

1. Participants will be encouraged to think outside-the-box in what kinds of jobs people with intellectual disabilities can do during work transition programs and beyond.
2. Participants will learn specific strategies on how to co-teach with someone with an intellectual disability in a university setting.
3. Participants will understand that including a co-teacher with an intellectual disability helps the teacher with ID learn valuable work and leadership skills while also helping to enrich the classroom and give the students direct access to the lived disability experience.

Fight for it! Dance to it! — Improving Psychophysiological Outcomes in Youth with Neurodevelopmental Disabilities

This effort reports on findings from more than 105 hours of assistance/observation with adaptive dance and martial arts involving over 30 youth across a span of 17 months. Content from assisting, observing, and discussions with adaptive dance and martial arts experts is referenced, examined, and interpreted. Insights and lessons learned from the University of Kentucky Human Development Institute’s work with the Adaptive Martial Arts Association to develop national standards, guidance codified in Spectrum SKILLZ martial arts programming as interpreted/practiced by instructors in Kentucky and Virginia, adaptive dance programs offered by dance companies in Kentucky and Texas, and practicum experience as a LEND (Leadership Education in ND) fellow are incorporated.

Key Learning Outcomes

Four Key Learning Outcomes:
1) Sequenced physical activities yield unique psychophysiological benefit for those with ND.
2) Sequenced physical activities produce outcomes and benefits consistent with enhancement of EF.
3) Open (vice closed) physical activities and skills may be of greatest therapeutic value and generalization to independent daily living.
4) Principled approaches developed in dance and martial arts subcultures provide insight for advancing research inquiry and the therapeutic application of open, sequenced, adaptive PA.

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