Our conference features three dynamic session blocks, each offering a diverse range of topics:

Session Block 1

Accessibility in Non-Traditional Higher Education Programs 

• • • Jenifer Montag, National Center for College Students with Disabilities (NCCSD)
    • Non-traditional higher education programs or settings are becoming increasingly more common for institutions. Dual enrollment programs, college in prison, increasing variety of vocational training / career technical education, and greater interest in adult basic education / GED programs has begun booming as colleges look to increase connections with communities and potential student enrollments. Each of these different “non-traditional” (not standard college campus classroom settings) environments present its own challenges for accessibility. Join us to identify potential non-traditional programs on your campus, possible barriers, and most importantly, potential strategies to decrease the barriers and increase accessibility for disabled students/students with disabilities at your institution.

Supporting Neurodivergent Students Via the Interactive Process 

• • • Jenny Spring, University of Cincinnati
    • More neurodiverse students are attending college, and they face challenges that neurotypical students do not. The interactive process provides an opportunity to set neurodivergent students up for success in college. In this session, you will learn to define common terms in the domain of neurodiversity and how to identify barriers that neurodiverse students are facing during the interactive process, as well as strategies for coping with those barriers.

The Coach Approach: Transforming Disability Services for Student Empowerment 

• • Christine Kotik, CK ADHD Coaching & Consulting
  • Adopting a coach approach in disability services can transform the way we support students with disabilities, fostering self-awareness, empowerment, and actionable growth. This session will explore how coaching principles can enhance the work of disability service professionals, equipping them to collaborate effectively with students as they navigate the complexities of higher education.

Session Block 2

Clinical Accommodations – Why Are They So Hard? 

• • • Meghann Littrell & Claire McMahon, University of Cincinnati
    • Nursing clinical education often presents unique challenges for students with disabilities due to inconsistent accommodation practices, creating barriers to inclusion and success. This session explores a mixed-methods case study conducted in the nursing program at a large, urban R1 university in Ohio, examining the perspectives of nursing faculty and clinical partners—an often-overlooked perspective—on accommodation processes in clinical settings. The session will discuss the historical background that contributed to these barriers and current gaps, safety concerns, and logistical obstacles in implementing accommodations. Participants will also hear from disability services staff about the realities of supporting students while advocating for systemic change. Attendees will leave with actionable strategies to promote equitable and inclusive nursing education.

Empowering Access: The AccessMU Center in Action 

• • • Laura Fathauer, Miami University
    • The AccessMU Center is not just talking about accessibility – we’re making it happen. This presentation will demonstrate how our team is actively working to enhance digital access for all members of the MU community. We’ll share real-world examples of our work, showcasing the positive impact we’re having on students, faculty, and staff.  We will discuss how AccessMU works with Miami client offices and third-party technology vendors seeking to implement technology at Miami University. We will also discuss the development of Equally Effective Alternative Access Plans (EEAAPs) to provide access when accessibility barriers are known. Student employees are a vital part of our services, and we will review how they contribute to our department and Miami.

Using Counseling Skills in the Disability Services Environment 

• • Hope Sweeney & Chloe VonLehmden, Miami University
  • Students registered with Student Disability Services (SDS) often face academic, social, and emotional challenges that extend beyond accommodations. Disability service providers frequently engage in sensitive conversations about self-advocacy, mental health, and identity development. Integrating counseling skills—such as active listening, empathy, open-ended questioning, and validation—into SDS meetings can strengthen student support, foster trust, and enhance their academic experiences.

This presentation explores how disability services professionals can apply counseling techniques to create a more student-centered approach. Through case studies and discussion, attendees will examine strategies for navigating difficult conversations and supporting self-advocacy while maintaining clear boundaries between disability services and counseling. By incorporating these skills, institutions can improve student engagement, retention, and overall well-being, fostering a more inclusive campus environment.

Session Block 3

Mental Health Disabilities in Higher Education – Advocacy and Self-Empowerment for Students and Disability Service Employees 

• • • Claire McMahon, University of Cincinnati
    • Mental health disorders are among the most common disabilities affecting students in higher education. The symptoms of these disorders are often aggravated by life stressors, making it challenging for students to differentiate between typical academic pressures, life events and their disability. This presentation will explore the challenges students face of self-identifying symptoms, relaying their needs to faculty, and advocating for accommodations. The aim of this presentation is to improve communication and understanding of mental health disorders for disability service professionals and those they serve.

Creating an Efficient Captioning Structure: How to Centralize Your Captioning Process 

• • Spencer Penrod, University of Cincinnati
  • With the increased need for captioning of video content, implementing a structure and process is crucial. Many organizations are working towards centralizing processes. With the new Title II changes this becomes even more urgent. Centralizing captioning can be a very efficient, cost-effective, and thorough solution to complying with video accessibility requirements.

This presentation will describe the process the University of Cincinnati has taken to centralize their captioning program. Going over how to start the conversation, what factors will influence the structure, the final program that was created, and the ongoing work that is needed to provide accessible video content.

Note-Worthy: Crafting Case Notes with Purpose 

• • Ashley Moermond, University of Cincinnati
  • This session will provide insights on crafting effective case notes with clarity, accuracy, and objectivity – crucial for communication between providers and maintaining a thorough record of past interactions. Attendees will explore the key elements of well-written case notes, as well as the legal and ethical considerations involved in documenting sensitive information. Additionally, participants will have the opportunity to practice these techniques through realistic case scenarios, receiving feedback to refine their skills.