2016 Call For Proposals General- TASH Annual Conference
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2016 TASH Annual Conference Call for Proposals (CFP) Instructions and Submission Form for General Formats

  

This page includes instructions for the CFP General Submission Form. Use the General Submission form is for the following formats:

  • How-to/Instruction
  • Personal Experience/Story/Point of View
  • Structured Discussion/Debate

Presentations for case study, research, or participatory action research will not be considered if you use this form.

Thank you for your interest in submitting a proposal for the 2016 TASH Annual Conference in St. Louis, Missouri on November 30 – December 2, 2016. TASH's Call for Proposals (CFP) process is highly competitive. To increase the chance of your proposal being accepted, please review these instructions prior to completing and submitting the CFP form.

  • Release Date:  Tuesday, March 15, 2016
  • Application Due: Tuesday, June 7, 2016
  • Direct any questions to ecanizalez@tash.org


PURPOSE

This Call for Proposals (CFP) form is for those interested in presenting their work at the 2016 TASH Conference. Complete this form ONLY if you would like to be considered to present the following formats:

  • How-to/Instruction
  • Personal Experience/Story/Point of View
  • Structured Discussion/Debate

Case study, research, or participatory action research will not be considered if you use this form. For Research Proposals click HERE

THEME DESCRIPTION:

TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life.

RULES AND CONDITIONS

  • To submit your proposal, use the form (fields) below:
  • TASH is committed to having a diversity of voices at the conference, and to ensuring new innovations by early career professionals are featured. To that end:
    • Presenters may only be listed in three sessions maximum (as presenters or co- presenters). e.g., one Wednesday workshop, one symposium, and one session; or any other session type combination not exceeding three.
    • Presenters may only submit three proposals maximum. You may be invited to present only one or two of the presentations even if you have strong reviews in all three.
  • TASH will only accept complete forms. Please review the entire application form before you start filling it out. You will need to complete the entire online application before clicking "submit." Partial information or incomplete forms cannot be saved. We recommend having your proposal completed offline prior to submitting it.
  • TASH will only contact the main Point of Contact (POC). We ask for a single POC for all proposals even those with a team format. It is the responsibility of the POC to communicate with co-presenters. TASH will not contact anyone else in a team. In the event that the POC is unreachable by email, the proposal may be eliminated from consideration.
  • All presenters/presenter teams must register for the conference if selected.
  • Presenters are responsible for any additional audiovisual support not provided by TASH:
    • TASH provides WiFi all conference attendees;
    • TASH provides a screen and power for all breakouts presentations/workshops;
    • TASH provides a 36" x 48" board and easel for all poster presentations;
    • TASH does not provide LCD projectors or any additional A/V support. If a presenter or a presenter team needs additional support (e.g., LCD projector, camcorder), the presenter will need to either bring their own equipment or rent it;
    • We will have equipment rental information after the CFP process is complete;
    • TASH will provide additional A/V support to a family member or self-advocate who is chosen to present but cannot afford additional A/V support. This exception does not apply to:
      • a family member or self-advocate who is part of a presenter team that is able to provide its own A/V support; or
      • a family member or advocate who can afford to rent the equipment or has access to equipment.

 

REVIEW CRITERIA 

This CFP form is divided in 2 parts:

  1. Presentation Overview: 66%
  2. Presentation Questions: 34%


FORM FIELDS INSTRUCTIONS

POINT OF CONTACT INFORMATION (POC). You will receive zero credit for this section, but you must complete it in order for your presentation to be accepted for review. TASH will only contact the main Point of Contact (POC). We ask for a single POC for all proposals even those with a team format. It is the responsibility of the POC to communicate with co-presenters. TASH will not contact anyone else in a team. In the event that the POC is unreachable by email, the proposal may be eliminated from consideration.

  • POC First Name
  • POC Last Name
  • POC Email Address

 

Part I. PRESENTATION OVERVIEW: 66%

1.a Presentation Title Presentation Title (12 word max.)

1.b Primary Topic.  Choose the primary that represent your presentation the

most. 

Below is a brief explanation of the topics (in alphabetical order):

  • Communication: The right to communicate is both a basic human right and the means by which all other rights are realized. All people communicate. TASH advocates that all people have a means of communication which allows their fullest participation in the wider world; and that their communication is heeded by others.
  • Community Living: All people have the right the live in and participate in the community with the supports they need. We believe it is a basic human and civil right for people with disabilities to have full and equal participation in society as called for in the Americans with Disabilities Act and the United National Declaration of Human Rights. Children with disabilities belong with families. Adults with disabilities have the right to pursue the same range of lifestyles and opportunities as other members of the community.
  • Diversity & Cultural Competency: TASH recognizes the value of diversity and what it means to embrace cultural and linguistic competency. We believe individuals of diverse backgrounds must be supported by public and organizational policy and practices in order to achieve full inclusion. This acknowledgment, support and advocacy of diversity is essential to attaining positive outcomes for people with disabilities, and building a sense of community. For this reason, TASH established its Diversity and Cultural Competency in Disability Advocacy Initiative. The aim of this initiative is to connect persons of diverse backgrounds with disabilities to the organizations, services and supports that lead to community inclusion and positive life outcomes.
  • Employment: TASH recognizes the importance of work in the lives of all people. Employment connects us to full participation and inclusion in the community. It fosters a sense of self-worth, opens opportunities for social growth and leads to greater independence. Because all people have the right to work, TASH calls for the development of individualized and integrated employment opportunities for all people with disabilities, and with supports tailored to their individual abilities and needs.
  • Human Rights: Despite being the largest minority population in the U.S., individuals with disabilities continue to have their human and civil rights abridged and ignored through stigmatism, segregation, abuse and neglect. Persons with disabilities are far too often viewed and treated as second-class citizens, and far too often discriminated against in our society. Over the years, TASH has gained international acclaim for our uncompromising stand against separatism, stigmatization, abuse and neglect. TASH actively promotes the full inclusion and participation of persons with disabilities in all aspects of life. No one should be forced to live, work or learn in a segregated setting, and all individuals have the right to direct their life.
  • Inclusive Education: The mission of the TASH in regards to Inclusive Education is to transform school communities based on social justice principles in which all students:
    • Are presumed competent;
    • Are welcomed as valued members of all general education classes and extracurricular activities in their local schools;
    • Fully participate and learn alongside their same-age peers in general education instruction based on the general curriculum; and
    • Experience reciprocal social relationships. 

Given this mission, TASH advocates for full membership, relationships, participation and learning for all students with disabilities within inclusive general education classes. TASH values and supports diversity in the classroom and the community. We, at TASH, recognize the fundamental legal right to and the reciprocal benefits of inclusive education for students with and without disabilities. True inclusive education is one that can be achieved in the general education classroom where students with disabilities can access the general education curriculum in the same context and alongside their same-age peers without disabilities.

  • Positive Behavior Intervention Supports (PBIS): TASH affirms the right of all people disabilities to access approaches that enable them to positively affect their lives in ways that are meaningful to them.
  • Recreation & Leisure:  For most of us, leisure and recreation make life worth living. Activities such as swimming, boating, hiking, golfing, or even simple card games help us relieve stress, socialize with others, and learn valuable skills.  All people have the right to participate in leisure and recreation activities in inclusive settings.  Access to leisure and recreation activities in inclusive settings for people with disabilities is a basic human and civil right.
  • Self-Advocacy: TASH believes that all advocacy for and about people with disabilities should reflect the wishes of people with disabilities.  While all TASH topics are forms of unified advocacy (self-advocates, families, professionals, etc), it is imperative to have a stage for self-advocates.   Self-advocacy is the act or condition of representing oneself in all or a any aspect of one’s life. TASH promotes the practice of having persons with disabilities speak for themselves and control their own affairs.
  • Transition: TASH believes that the transition to adulthood should support greater community inclusion and that transition planning and educational services for youth with disabilities includes collaborative planning and community systems of supports leading to fully inclusive and quality adult lives.

 

1.c Theme of Interest

While we welcome all topics, we are particularly interested in the following themes (in alphabetical order):

  • Advancing Employment First
  • Agency Transformation
  • Aging and developmental disabilities
  • Asset Development
  • Assistive Technology and Apps
  • Autonomy
  • Capacity Building for Inclusion
  • Common Core and Assessment
  • Disability & Sexuality
  • Early Intervention
  • Emergency Preparedness
  • Employment First
  • Facilitating Natural Supports
  • Family Support
  • HCBS Waiver Rule Implementation
  • High Expectations in Families
  • Housing
  • International Issues
  • Managed Care
  • Outcomes vs. Programs
  • Person Centered Practice
  • Post-Secondary Education
  • Real Pay for Real Jobs
  • Research to Practice
  • Self-Determination
  • Self-employment
  • Supported Decision-Making
  • Supported Employment
  • Systems Change Advocacy
  • Trauma Informed Practices & PBIS
  • WIOA Implementation
  • Wrap Around Services
  • Other?

If you choose 'Other,' please provide a theme that is no longer than 4 words.

If your presentation doesn’t match any of the themes on 1.c, we encourage you to propose your theme. We are interested in presentations that:

  • reflect the use of person-first or identity-first language;
  • reflect the full inclusion of people with disabilities in all aspects of community life;
  • make every attempt to address impact on diverse populations, address accessibility and universal design so that all attendees may participate fully; and
  • promote evidence based practices to attain full inclusion in all aspects of society, promote TASH’s advocacy and issues.

 

1.d Presentation Format. Choose your format. The available formats are:

  • How-to/Instruction
  • Personal Experience/Story/Point of View
  • Structured Discussion/Debate


1. e Presentation Type. Choose the presentation type you are interested in conducting. The available session types are:

SESSION TYPE DEFINITION

  • Breakout Presentation: Breakout presentations are delivered in a scheduled room for 50 minutes.
  • Poster Presentations capture information about a particular topic in the form of printed text and graphics. Poster presentations are displayed on 36" x 48" boards on easels. Poster presentations are shared during a two-hour period in a large room with other poster presentations.
  • TASH Talks are informal discussions regarding a topic that are not meant to provide answers, but rather evoke creative thinking about an issue (e.g. personal experience, story, point of view). Presentations are chosen at random from the list below.  And, each presenter delivers his/her talk around a particular topic for 8-10 minutes. 
  • Wednesday Workshops: Short-course workshops are delivered by teams of presenters around a particular topic in a scheduled room for 3 to 5 hours. Workshops allow attendees to dive into popular topics in more depth. Workshops will take place on Wednesday only.

 Please note: You may be offered the option to present your work as a poster presentation if your submission cannot be accepted as a breakout presentation.

1. f Would you be willing to do a poster presentation?

  • Choose “yes” if you have chosen "Poster" on “Presentation Type” (field 1.e).
  • Choose “yes” if would are willing to do a poster presentation if your submission cannot be accepted as a symposium, TASH Talk, workshop or breakout presentation.
  • Choose “no” if would are not willing to do a poster presentation if your submission cannot be accepted as a symposium, TASH Talk, workshop or breakout presentation. 

1. g  Summary/Abstract: This should provide an overview of your presentation and include how your presentation aligns with the 2016 theme, “Gateway to Equity.”

  • THEME DESCRIPTION: TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life.

1.h  Key Words for Your Presentation. Please provide up to 5 words that can be used as tags to describe your presentation

  • TASH may create an image-based accessible program to support diverse learners at the Conference. Please provide up to 5 words that can be used a stags to describe your presentation using universal language (no jargon, no academic/occupation-specific language, no abbreviations).
  • These words may also be used as tags for your presentation should you or your team of presenters is invited.

1.i  Learning Objectives. Please provide 2-5 learning objectives.

  • Learning objectives answer the question “What should participants do as a result of the presentation?”
  • Learning objectives should serve as an indicator of what participants will learn; they cannot be vague. All of the learning objectives must show whether participants have mastered a skill.
  • Effective learning objectives:
    • Describe what the participants will be able to do as a result as a result of the presentation.
    • Use active verbs that are readily measurable: Define, Organize, Discuss, Critique, Explain, Summarize, Produce, Design, Distinguish, Draft, Respond.

·         It is important not to use language that is too vague or presenter-based. For example:

  • Too General: “Participants will learn about support for transition and social networking.”
  • Presenter-centered (too vague): “This session will explain transition supports and social media.”

Writing Effective Learning Objectives

  • Begin the statement of objectives with: “After this session, participants will be able to…” PLUS select your action verb.
  • Complete the objective with the appropriate content.
  • Correct Example of learning Objectives:
  •  By the end of the session, participants will be able to

a) identify 5 ways to gain support for transition,

b) summarize the need for social networking regarding employment, and

c) create social networks of support.

 

Part II - PRESENTATION QUESTIONS: 34%

2.a How does your session align with TASH's mission? (Check all that apply)

  • The purpose of this question is to learn in what ways does your session align with the TASH mission.
  • The focus of TASH is supporting those people with significant disabilities and support needs who are most at risk for being excluded from society; perceived by traditional service systems as most challenging; most likely to have their rights abridged; most likely to be at risk for living, working, playing and learning in segregated environments; least likely to have the tools and opportunities necessary to advocate on their behalf; and are most likely to need ongoing, individualized supports to participate in inclusive communities and enjoy a quality of life similar to that available to all people.
  • Our Mission: As a leader in disability advocacy for 40 years, the mission of TASH is to promote the full inclusion and participation of children and adults with significant disabilities in every aspect of their community, and to eliminate the social injustices that diminish human rights. These things are accomplished through collaboration among self-advocates, families, professionals, policy-makers, advocates and many others who seek to promote equity, opportunity and inclusion. Together, this mission is realized through:
    • Advocacy for equity, opportunities, social justice and human rights.
    • Education of the public, government officials, community leaders and service providers.
    • Research that translates excellence to practice.
    • Individualized, quality supports in place of congregate and segregated settings and services.
    • Legislation, litigation and public policy consistent with the mission and vision of TASH.

 

2.b In what way will you make your session accessible to people with diverse learning needs?

Select all options that apply to your presentation. You can use the following accessibility and universal design links as a reference as a reference:

http://www.ncaonline.org/resources/articles/universal_design.shtml 

http://trace.wisc.edu/resources/ud-resources.php

2.c Will a self-advocate or family member be an active part of your session? (Choose one) Select the option that applies to your presentation. The choices are:

  • Yes. A self-advocate and family member will take active part of the presentation.
  • Yes. A self-advocate will take active part of the presentation.
  • Yes. A family member will take active part of the presentation.
  • No, not really.

 

2.d Does your work in your presentation take place in an inclusive environment?

The purpose of this questions is to learn if your activity/research/story/lesson in your presentation takes place in an inclusive environment. Select the option that applies to your presentation. The choices are:

  • My activities/research/stories/lessons take place in an inclusive environment.
  • My activities/research/stories/lessons take place in a special setting/special classroom.
  • You will also have the option to further explain your choice.
    • If your work does not take place in an inclusive setting BUT it consists of a promising idea, strategy, support, or technology, etc. that promotes full involvement in typical environments for individuals with complex learning and support needs, you can explain on the field titled “EXPLANATION.”  

2.e Does your session directly address impact on under-served or diverse families?

The purpose of this question is to learn if your session directly addresses impact on under-served families or those from diverse backgrounds and perspectives (i.e. race, culture, sexual orientation, gender expression, or socioeconomic status).  The choices are:

  • Yes, directly
  • Perhaps indirectly
  • No, not really

 

Part III PRESENTER/PRESENTER TEAM INFORMATION

You can list up to 6 people in your proposal. If a team of presenters is chosen to present, and the team consists of more than 6 presenters (in case of a workshop for example), the POC will have a chance to follow up with TASH and provide the additional names.

 

 











If your work does not took place in an inclusive setting BUT it consists of a promising idea, strategy, support, or technology, etc. that promotes full involvement in typical environments for individuals with complex learning and support needs, you can explain on the field below.