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</o:shapelayout></xml><![endif]--></head><body lang=EN-US link="#0563C1" vlink="#954F72"><div class=WordSection1><p class=MsoNormal><span style='font-size:16.0pt;color:#1F497D'>“The Next Chapter” </span><span style='font-size:16.0pt;color:#1F497D'>Master Classes </span><span style='font-size:16.0pt;color:#1F497D'>for the Seasoned Professional </span><span style='font-size:16.0pt;color:#1F497D'>this May in Dallas</span><span style='font-size:16.0pt;color:#1F497D'>, Texas</span><span style='font-size:16.0pt;color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;color:#1F497D'><a href="https://www.ahead.org/meet/conferences/the-next-chapter">https://www.ahead.org/meet/conferences/the-next-chapter</a> </span><span style='font-size:12.0pt;color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><b><span style='font-size:12.0pt;color:#1F497D'><o:p> </o:p></span></b></p><p class=MsoNormal><b><span style='font-size:12.0pt'>The Next Chapter: Master Classes for the Seasoned Professional<o:p></o:p></span></b></p><p class=MsoNormal><span style='font-size:12.0pt'>May 18 - 20, 2017<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'>The Sheraton Dallas Hotel, Dallas, Texas<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>AHEAD, through its conferences, webinars, and other resources, is recognized as a leader in providing professional development for disability services and resource personnel. For a number of years, highly experienced professionals have also asked for more content that pushes their development: that assists them in making nuanced decisions, staying current with legal and technological changes, engaging campus stakeholders, and gaining the respect necessary to redefine access on their campuses. <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span style='font-size:12.0pt'>The Next Chapter</span></b><span style='font-size:12.0pt'> is a response to those requests. With four 3-day Master Classes, we invite institutional leaders and seasoned disability providers, with a solid understanding of the ADA and disability accommodation process, to join national-expert instructors for a deep dive into an “advanced” curriculum. Programs include:<o:p></o:p></span></p><ul type=disc><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>Access in the Health Sciences Curriculum: Advanced Training for Disability Professionals<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>System Change: Advanced Advocacy for Access and Inclusion<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>Disability Law: Lessons in Application for the Advanced Disability Professional <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>The ADA Coordinator Role: Advanced Issues in Higher Education<o:p></o:p></span></li></ul><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>To ensure maximum learning and interaction, registrations will be capped for each Master Class. All programs include 20-hours of instruction and result in a certificate to document enhanced expertise in a specific area of access and inclusion. Some Classes will require pre-work. AHEAD is applying for CEU pre-approval from the CRCC for this program. <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span style='font-size:12.0pt'>Program Schedule<o:p></o:p></span></b></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>Thursday & Friday - 6.75 hours; Saturday - 6.5 hours<o:p></o:p></span></p><ul type=disc><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo2'><span style='font-size:12.0pt'>9:00-10:30- 1.5 hour training time<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo2'><span style='font-size:12.0pt'>10:30-10:45- break<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo2'><span style='font-size:12.0pt'>10:45-12:30- 1.75 hour training time<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo2'><span style='font-size:12.0pt'>12:30-1:45- lunch<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo2'><span style='font-size:12.0pt'>1:45-3:30- 1.75 hour training time<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo2'><span style='font-size:12.0pt'>3:30-3:45- break<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo2'><span style='font-size:12.0pt'>3:45-5:30 (5:15 on Saturday)- 1.75 hour training time<o:p></o:p></span></li></ul><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span style='font-size:12.0pt'>Please Note:</span></b><span style='font-size:12.0pt'> Based on the required 4-hours of pre-work, the <b>Access in the Health Sciences Curriculum</b> program will not meet until Thursday afternoon and will have slightly different hours that will be shared with registrants in April.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><a name=law></a><b><span style='font-size:12.0pt'>Disability Law: Lessons in Application for the Advanced Disability Professional <o:p></o:p></span></b></p><p class=MsoNormal><span style='font-size:12.0pt'><br><i>Paul D. Grossman, J.D., OCR, Chief Regional Civil Rights Attorney, San Francisco, retired; University of California, Hastings College of Law<br>Jamie Axelrod, M.S., Northern Arizona University<br>Mary Lee Vance, Ph.D., University of Berkeley, retired; Consultant</i><o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>The higher education environment and the legal concepts intended to ensure its accessibility are multi-faceted and ever-changing. It can sometimes feel as though the more we know, the more challenging it can be to find the salient issues in novel situations and apply the relevant legal concepts. Nonetheless, the law is an effective tool for both securing students’ civil rights and setting limits. Even with mastery of baseline information, we face the greater challenge of figuring out how to implement it. For example, how on earth can you assure that every video posted by every faculty member, adjunct instructor, and visiting professor is captioned? <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>This advanced training will highlight long-standing and widely-accepted judicial precedents and principles, as well as the latest decisions on cutting-edge issues, and provide an interactive exploration of their practical implications. We will succinctly cover the law, from basics to cutting-edge principles, and facilitate best practice discussions through multiple case scenarios. Within a team of experienced colleagues, you will have the opportunity to become facile with the law by applying it to realistic and complex hypothetical questions, sharing your ideas and solutions, and exploring approaches to effective implementation. Together with your colleagues and the presenters, you will explore these difficult issues and assess practical policies, processes, and procedures that provide effective access in accordance with legal obligations. We will also explore approaches to effectively communicate with campus partners/opponents and administrators in ways that can bring about more inclusive and accessible programs and services. Many of our hypotheticals will be based on OCR/DOJ findings, letters, and court decisions that reflect common and recurring situations; participant scenarios are also welcome.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>This certificate-bearing Master Class will include 20-hours of face-to-face discussion and instruction. Participants will be sent four seminal rulings related to disability law in postsecondary education to review prior to our time together; on-site work will focus on <b>application</b> in the following areas: <o:p></o:p></span></p><ul type=disc><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Selling your mission: disability rights as a civil rights<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>The definition of disability under Section 504, the ADA as amended by the ADAAA, and, most importantly, the new DOJ Title II and Title III regulations, including the new emphasis on “condition, manner, and duration” analysis<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Accommodations, academic adjustments, and auxiliary aids that are, or are not, required in the postsecondary setting<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Ways to consider and implement the primary defenses to the duty to accommodate including “equally effective alterations”, “fundamental alteration,” and “undue burden”<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>The digital world, including alternate media production and access to websites, academic management tools, on-line learning, and adaptive technology<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Service and emotional support animals<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Programs and facility access<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Discipline and student conduct <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Self-injurious students<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo3'><span style='font-size:12.0pt'>Internships and field work<o:p></o:p></span></li></ul><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><a name=access></a><b><span style='font-size:12.0pt'>Access in the Health Sciences Curriculum: Advanced Training for Disability Professionals<o:p></o:p></span></b></p><p class=MsoNormal><i><span style='font-size:12.0pt'>Lisa Meeks, Ph.D., University of California, San Francisco <br>Elisa Laird-Metke, J.D., Samuel Merritt University</span></i><span style='font-size:12.0pt'><o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>The high stakes environment of the health sciences, coupled with multi-layered educational experiences (e.g., didactics, anatomy labs, clinical rotations, standardized patient exams, etc.) creates a minefield for disability service professionals unfamiliar with the culture, hierarchy, and nuanced elements of teaching in medical fields. Challenges particular to health science programs include the lock-step nature of most programs, competitive admissions, potential ramifications of disclosing a disability as a future health care provider, differing needs in didactic vs. clinical settings, and the need for proactive planning to address issues that arise in clinical settings. Disability service professionals in medicine, nursing, dental, pharmacy, physical and occupational therapy, physician assistant, and other health-related areas must understand these issues, as well as the strict requirements for meeting technical standards, core competencies, and board and licensing exam requirements. Even the most seasoned disability service professional needs additional support and education to work effectively in these environments.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>This dynamic and interactive 20-hour certificate program will include self-study, case study, deconstruction of OCR and court cases, and small group discussion. Together, these experiences will prepare experienced providers to work through complex accommodation requests and identify recurrent health science challenges. The program leaders will provide models for decision-making and communication, guidance on policy and procedure, and a process flow for determining and implementing accommodations. <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>Presented in partnership with the Coalition for Disability Access in Health Sciences in Medical Education, the Master Class includes 4-hours of pre-work and 16-hours of face-to-face instruction in the following areas: <o:p></o:p></span></p><ul type=disc><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Quick review of relevant disability laws, with detailed instruction on their application in health sciences education<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Educating health science faculty members about the ADA and access for students with disabilities <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Review of health science technical standards and balancing disability accommodations with program requirements<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Determining reasonable accommodations in the clinical environment, including labs, clerkships, preceptorships, and objective structured clinical examination (OSCEs) and other standardized patient activities<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Relationship between accommodations and patient safety concerns, or perceived concerns<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Creating effective policies and procedures for determining and implementing accommodations, including review of relevant case law and OCR resolutions<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Best practices for communication about disability-related issues among faculty and students <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Working with health science students with differing disabilities, including psychological, communication-based, physical, and sensory conditions <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Working with health science faculty members on maintaining their roles as educators when working with students with disabilities<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>“Busting” prevailing myths regarding students with disabilities in health science programs, including concerns about patient safety, requirements and standards, preparation for the “real world” of work, and how to counter those when they arise <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>The ABC’s of licensing exams and how to support students through them<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo4'><span style='font-size:12.0pt'>Guiding students regarding how they disclose disability and request accommodations in the program, in residency or fellowships, and in employment<o:p></o:p></span></li></ul><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><a name=system></a><b><span style='font-size:12.0pt'>System Change: Advanced Advocacy for Access and Inclusion<o:p></o:p></span></b></p><p class=MsoNormal><i><span style='font-size:12.0pt'>Sue Kroeger, University of Arizona<br>Melanie Thornton, CURRENTS, University of Arkansas<br>Gladys Loewen, Consultant<br>Carol Funckes, AHEAD </span></i><span style='font-size:12.0pt'><o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>Whether from an office of one or sixty-one, being a visible and persistent facilitator of system change is “the good work” in which disability services’ staff must engage if meaningful access and inclusion are to be realized. From student services to strategic planning; from onsite and online instruction to the workplace; from electronic information systems to facilities design and construction, disability intersects with every corner of our institutions. Yet, oftentimes disability service staff feel powerless and helpless in galvanizing campus communities to change the dominant disability narrative from tragedy and pity to respect and appreciation or change the design of environments from oppressive and exclusive to equitable and inclusive. <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>As disability service personnel, we often assume that we don’t have the clout or resources necessary to affect change: that our opinions are not sought or valued, our supervisors not supportive, and our administrators only interested in avoiding litigation. We feel overworked and under-resourced. We don’t see disability well-represented in our campus diversity efforts and perceive the parameters of our offices as limiting our ability to help move the institution toward an inclusive, welcoming culture. While these assumptions have merit, with knowledge, skills, and motivation, we can become effective agents of systemic change.<o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>This provocative and interactive certificate program is based on curriculum from the federally-funded Project ShIFT, a project that changed perceptions of access on campuses across the country and propelled participants into national leadership roles. It will include a variety of instructional strategies to build knowledge in the areas of privilege, social justice, the disability experience, and design and skills in advocacy, environmental assessment, and strategic connections and coalitions. <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>The 20-hour Master Class includes a full three-days of instruction to increase fluency relative to disability access and inclusion. Key questions that will guide our work include:<o:p></o:p></span></p><ul type=disc><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>What is the dominant disability narrative on our campuses?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>What are our beliefs and conceptualizations about disability? <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>Is there dissonance between our beliefs about disability and our rhetoric and behavior?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>Do our practices reflect scholarship?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>In what roles do we feel most comfortable? Most uncomfortable?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>What is the disabled student experience on our campuses?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>Would our institutions rather appropriate funds to proactively modify campus environments or wait to see who needs access and address those situations individually? Why?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>If our goals are access, inclusion, equity, and sustainability, then what is the good work to do?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>Do we see ourselves as agents of social change?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>How do we agitate/advocate for transforming the way our campuses think about difference, disability, and design?<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo5'><span style='font-size:12.0pt'>How do we demonstrate design’s capacity to solve, or at least decrease, exclusion and marginalization?<o:p></o:p></span></li></ul><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><a name=ada></a><b><span style='font-size:12.0pt'>The ADA Coordinator Role: Advanced Issues in Compliance in Higher Education <o:p></o:p></span></b></p><p class=MsoNormal><i><span style='font-size:12.0pt'>L. Scott Lissner, ADA Coordinator, The Ohio State University</span></i><span style='font-size:12.0pt'><o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>The Americans with Disabilities Act requires state and local entities with over 50 employees to designate an ADA Coordinator (all federal fund recipients must designate a 504 Compliance Officer) to oversee and coordinate ADA compliance. The U.S. Department of Justice strongly recommends that smaller public entities and businesses also designate an ADA Coordinator as best practice in meeting their compliance obligations. Over the past 25 years full-time ADA Coordinators have become increasingly common in higher education and increasingly important in providing seamless access. <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>This training is intended for participants familiar with Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and the process of reasonable accommodation. Using a review of the administrative requirements of the ADA, the facilitator will draw on his and participants’ experiences to explore the role of ADA Coordinators within higher education and explore best practice strategies for implementing a coordinated program that moves colleges and universities towards seamless access and enhances the full participation of disabled individuals in all aspects of the academic enterprise. <o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>Across a range of practice areas that reflect the diversity and scope of higher education, participants in this advanced level, certificate program will review relevant statutes, regulations, and case law, balanced with case studies, hypotheticals, and practical resources for future reference. Within and across topics, concrete examples will highlight core principles and process that can be adapted to a range of educational institutions. We will cover:<o:p></o:p></span></p><ul type=disc><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>The Letter and Spirit of the Law, including Section 504 of the Rehabilitation Act, the five titles of the ADA, interactions with state law, federal grant requirements, core administrative requirements<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Infrastructure policy: institutional mission and philosophy, core nondiscrimination issues, compliance social justice, etc.<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Budget models: central vs. distributed, core vs. auxiliary service; undue financial hardship; etc.<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Facility Access: standards, universal design, construction and renovation, audits, funding, deferred maintenance <o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Information and Communications Technology Access: standards and benchmarks, audits and strategic access plans, bids and purchasing, curriculum and text embedded technologies, policy models<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Transportation Systems: shuttles, rentals, personal cars and parking, field trips, campus bus systems, contracts with public transportation, car and bike share programs<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Purchasing: Calls for Proposals, contracts and services, real estate, etc.<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Student accommodation process: reasonableness, undue burden, direct threat; effective, equally effective, and ability to benefit<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Employee accommodations: intersection with family medical leave and workers’ compensation, benefit programs, annual reviews, corrective action, termination<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Accommodation requests from other program participants: prospective families, community members, patients, research subjects, etc.<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Access and accommodation in unique programs: hotels, hospitals, farms, extension programs, senior and alumna programs, dual enrollment and pipeline programs<o:p></o:p></span></li><li class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l2 level1 lfo6'><span style='font-size:12.0pt'>Internal and external complain investigations, including Department of Education, Department of Justice, Equal Employment Opportunity Commission, and other federal agencies<o:p></o:p></span></li></ul><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'>Bio’s for the faculty, registration and additional information can be found on the AHEAD website at: <a href="https://www.ahead.org/meet/conferences/the-next-chapter">https://www.ahead.org/meet/conferences/the-next-chapter</a><o:p></o:p></span></p><p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span style='font-size:12.0pt'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p></div></body></html>