2019 Call for Proposals - Research and Case Study Session
Instructions and Submission Form
Thank you for your interest in submitting a proposal for the 2019 TASH Conference in Phoenix, AZ, on December 5-7, 2019. TASH's Call for Proposals (CFP) receives a large number of responses each year and is highly competitive. Please review the instructions carefully before completing and submitting the CFP form below.
- Release Date: Thursday, March 14, 2019
- Submission Deadline: Tuesday, June 4, 2019
- Direct any questions to email@example.com
This Call for Proposals (CFP) form should be used by researchers interested in presenting their findings at the 2019 TASH Conference. Complete this form ONLY if you would like to be considered to present and discuss your research, participatory action research, or case study.
To access the General Session instructions and submission form, click HERE
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.
This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
Rules and Conditions
Please follow the guidelines below when preparing and submitting your proposal application:
- To submit your proposal, complete the form at the bottom of this page.
- 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 (3) sessions maximum (as presenters or co-presenters). e.g., one Thursday Workshop, one breakout session, and one TASH Talk; or any other session type combination - NOT to exceed three (3).
- Presenters may only submit three proposals maximum. You may be invited to present at only one or two of the presentations even if you have strong reviews in all three.
- TASH will not accept incomplete forms. Please review the entire application form before filling it out. You need to complete the entire online application before clicking the "Submit" button. Partial information or incomplete forms cannot be saved. We recommend having your proposal completed offline prior to submitting it.
- TASH will only communicate with the proposal’s primary 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 on a team. In the event that the POC is unreachable by email, the proposal may be eliminated from consideration. It is also the POC's responsibility to provide TASH with updated contact information if it changes after the proposal is submitted.
- If selected, all presenters are required to register for the conference. If it is a team presentation, all members of the team who plan to present must register for the conference.
This CFP form is divided into three parts:
- Presentation Overview: 33%
- Presentation Questions: 17%
- Research Questions: 50%
Form Field Descriptions and Instructions
Point of Contact (POC) Contact Information: While no points are granted for this section, you must complete it in order for your presentation to be accepted for review. TASH will only communicate with the primary 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 on 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: 33%
1.a Presentation Title - Titles must be limited to 10 words or fewer, and may not include presenter name(s) or references to your organization.
1.b Primary Topic - Choose the primary topic that best represents your presentation. Below is a brief explanation of the primary topics (in alphabetical order):
- Communication Access: 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:
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.
Important: If the purpose of the research is to evaluate inclusive practices and/or if the work will help others implement inclusive practice; or improve learning supports for children with significant disabilities, then it will fit under Inclusive Education even if the setting was a special setting. It is understood that many settings in the US are not inclusive, but that the work many people do, helps build capacity for inclusion.
- Positive Behavior Intervention Supports (PBIS): TASH affirms the right of all people with 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 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):
- ABLE Act Implementation
- Advancing Employment First
- Agency Transformation
- Aging and Developmental Disabilities
- Asset Development
- Assistive Technology and Apps
- 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
- International Issues
- Managed Care
- Media & Disability
- Outcomes vs. Programs
- Person Centered Practice
- Post-Secondary Education
- Real Pay for Real Jobs
- Research to Practice
- Supported Decision-Making
- Supported Employment
- Social Security
- Systems Change Advocacy
- Trauma Informed Practices & PBIS
- Wrap Around Services
If you choose 'Other,' please provide a theme that is no longer than four (4) words.
If your presentation doesn’t match any of the themes listed under 1.c, we encourage you to propose your own 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 and promote TASH’s advocacy and issues.
1.d Presentation Format - Choose from the available formats below:
- Case Study: Presentation reports on the study of one or a few individuals using formal research methods.
- Research: Presentation reports on the results or execution of a systematic research study. Research is the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.
- Participatory Action Research (PAR): Reports on the PAR of one or a few individuals using the PAR approach. PAR is an approach to research in communities that emphasizes participation and action. It seeks to understand the world by trying to change it, collaboratively and following reflection. PAR emphasizes collective inquiry and experimentation grounded in experience and social history. Within a PAR process, communities of inquiry and action evolve and address questions and issues that are significant for those who participate as co-researchers.
1.e Presentation Type - Choose the presentation type you are interested in conducting. The available session types are:
- 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 large foam core boards on easels. Poster presentations are shared during a two-hour period in a large room with other poster presentations.
- TASH Talks are informal presentations regarding topics 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. And, each presenter delivers his/her talk around a particular topic for 8-10 minutes.
- Thursday Workshops are short-course workshops that are delivered by teams of presenters around a particular topic in a scheduled room for 1.5-3 hours. Workshops allow attendees to dive into popular topics in more depth. Workshops take place on Thursday only.
Please note: You may be offered the option to present your work as a Poster Presentation if your submission is not accepted as a TASH Talk, Thursday Workshop, or Breakout Session.
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 TASH Talk, Wednesday Workshop, or Breakout Presentation.
- Choose “no” if would are not willing to do a Poster Presentation if your submission cannot be accepted as a TASH Talk, Thursday Workshop, or Breakout Presentation.
1.g Summary/Abstract - Summary/abstract should provide a strong and concise overview of your presentation and include how your presentation aligns with the 2019 theme, “Building Diverse and Inclusive Communities.”
- Theme Description: Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others. This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
1.h Key Words for Your Presentation - Please provide up to five (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 five words that can be used as tags 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 and your team of presenters be 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 serve as an indicator of what participants will learn; they cannot be vague.
- An example of effective learning objectives:
By the end of the session, participants will be able to:
a) identify five 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: 17%
2.a How does your session align with TASH's 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 over 40 years, TASH's mission 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(s) will you make your session accessible to people with diverse learning needs?
You can use the following accessibility and universal design links as a reference:
2.c Will a self-advocate or family member be an active part of your session?
The choices are:
- Yes. A self-advocate and family member will take part in the presentation.
- Yes. A self-advocate will take part in the presentation.
- Yes. A family member will take part in the presentation.
2.d Does your work in your presentation take place in an inclusive environment?
The choices are:
- My work takes place in an inclusive setting
- My work takes place in a segregated setting, but promotes inclusion
- My work takes place in a segregated setting
- 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 in the field titled “Explanation.”
2.e Does your session directly address impact on under-served or diverse families?
The choices are:
- Yes, directly
- Perhaps indirectly
PART III - RESEARCH QUESTIONS: 50%
We recommend that you prepare your answers prior to submitting them online.
3.a What is the primary research question or purpose of this study? (Limit 20 words)
3.b Why is this topic important to the field? (Limit 50 words)
For this question, include pertinent research literature related to the topic.
3.c How can the information in this presentation translate into improved outcomes? (Limit 50 words)
The purpose of this question is to learn how your presentation translates into improved outcomes for people with severe disabilities or service providers/educators.
3.d What was the research methodology? (Limit 500 words)
Describe the study procedures and findings. You may want to address the following:
- Who were the participants?
- What setting was used?
- If an intervention or practice was involved, what was it?
- Speak to the quality indicators related to methodology.
- What are the outcomes of the study or the expected outcomes?
PART VI - PRESENTER/PRESENTER TEAM INFORMATION
You may list up to six (6) people in your proposal. If you, as the proposal’s POC, plan to present, please include your name on this list. If a team of presenters is chosen to present, and the team consists of more than six presenters (in case of a workshop for example), the POC will have an opportunity to follow up with TASH and provide the additional names.
PART VII - ORIGINALTY
Has this information been presented before? If so, how will you ensure the content is relevant to our conference attendees?
Call for Proposals - Research and Case Study Session