2020 Call for Proposals – Research and Case Study Session
Instructions and Submission Form
Thank you for your interest in submitting a proposal for the 2020 TASH Conference in Baltimore, Maryland, on December 3-5, 2020. 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: Tuesday, March 17, 2020
- Submission Deadline: Tuesday, June 9, 2020
- Direct any questions to firstname.lastname@example.org
This Call for Proposals (CFP) form should be used by researchers interested in presenting their findings at the 2020 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, Feel the Power of Inclusion, reminds us that when people with disabilities and their families have a voice and are heard, everyone's gifts and talents are valued and celebrated.
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 primary presenters or co-presenters), e.g., one Thursday pre-conference 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 submitted. 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 four parts:
- Proposal Overview
- Proposal Criteria
- Additional Information
- Presenter Information
Point of Contact (POC) Contact Information: 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
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. Summary/Abstract - Summary/abstract should provide a strong and concise overview of your presentation.
1.c. 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 should not 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.
1.d. 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 & Social Impact: 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 Social Impact 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.e. 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.e, we encourage you to propose your own theme. We are interested in presentations that reflect the full inclusion of people with disabilities in all aspects of community life.
1.f. Key Words - 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 or occupation-specific language, no abbreviations).
- Key words will be used as tags when published on the Conference website.
- Please capitalize the first letter of each key word.
1.g. 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.h. 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 Pre-Conference 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.
1.i. Would you be willing to do a Poster Presentation? - 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 Pre-Conference Workshop, or Breakout Session.
- Choose “yes” if you have chosen "Poster" on “Presentation Type” (field 1.h).
- Choose “yes” if would are willing to do a Poster Presentation if your submission cannot be accepted as a TASH Talk, Thursday Pre-Conference 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 Pre-Conference Workshop, or Breakout Presentation.
2.a. Primary research question - What is the compelling rationale for the research? What is the primary research question or purpose of this study?
2.b. What was the research methodology? - Describe the study procedures.
2.c. Findings - Explain how the findings are useful to families and practitioners; how the outcomes of the study are communicated clearly, with appropriate substantiation of findings.
2.d. Implications for Promoting TASH Values - How does your session align with TASH values of equity, opportunity, and inclusion for people with severe disabilities?
3.a. Will a self-advocate or family member be an active part of your session?
3.b. Does your session directly address impact on under-served or diverse families?
3.c. Alignment with the Conference Theme - Explain how your proposal aligns with the Conference theme, "Feel the Power of Inclusion" (it is not required but encouraged).
3.d. Originality - Has this information been presented before? If so, how will you ensure the content is relevant to our Conference attendees?
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.
We recommend that you prepare your answers prior to submitting them online.
Call for Proposals – Research and Case Study Session