Agenda

Burnout doesn’t always look like quitting—it often looks like showing up exhausted, overwhelmed, and emotionally depleted. This interactive session addresses the real, day-to-day pressures educators and student service professionals face, including heavy caseloads, constant accessibility demands, compassion fatigue, and limited recovery time. Participants will explore how burnout impacts focus, decision-making, and job satisfaction, and why “just self-care” isn’t enough. Through guided reflection and practical discussion, attendees will identify personal and workplace burnout triggers and walk away with realistic strategies for setting boundaries, restoring capacity, and sustaining effectiveness without guilt.

"Generative AI tools such as ChatGPT, NotebookLM, and emerging AI platforms are rapidly changing how students access and process information. For some students with disabilities, these tools may function similarly to traditional accommodations such as note-taking support, lecture capture, and learning assistance. As student use of AI grows, DSPS programs are facing an important question: Should AI be considered a disability accommodation? This interactive session will explore where AI may appropriately support students with processing, learning, or executive functioning barriers. Presenters will share emerging campus practices and real-world examples, while participants discuss the ethical, institutional, and policy implications of integrating AI into DSPS accommodation frameworks and practical considerations for implementation."

Many disability offices are experiencing personnel changes. Establishing a collaborative environment benefits all students. We invite Managers, Counselors, and LD Specialists to join us in the review of best practices in offices serving our diverse student populations. Together we’ll identify the unique characteristics our students bring to learning, communicating, and problem solving. We’ll review best practices in how we communicate and collectively support students, including culturally and linguistically diverse populations and students with multiple disabilities. Using this foundation participants will work in groups to apply those practices in the review of complex cases and identify potential disability support services.

This highly interactive workshop invites teaching faculty to explore play as a powerful tool for connection in the classroom. Through simple, low-risk improv activities, participants will experience how laughter, curiosity, and shared moments can reduce anxiety, ease tension, and support student learning. Together, we’ll practice ways to create brave learning spaces where students feel safe, seen, and more willing to engage. Participants should come ready to move, laugh, and try something new—no improv experience required, just curiosity and a willingness to play.

The session will review the history of how disability has been perceived and its relationship and commonalities to how other marginalized groups are viewed and treated. Strategies for advancing a diversity imperative which includes disability will be discussed.

Glendale Community College's DSPS office has undergone a transformation over the last several years. We've increased our outreach to students, classified, and faculty. Instead of staying in the background, we've moved to the forefront to increase awareness of not only our services and student population, but also disabilities and disability pride. From our DSPS newsletter, curriculum and instruction input, numerous trainings and workshops, student-centered events and celebrations, local high school info sessions, and more, learn how GCC DSPS went from barely there to (almost) everywhere!

Think you know the California Department of Rehabilitation? Maybe… but probably not the full story. Come discover and partner with DOR’s Independent Living & Community Access Division. This session spotlights programs many higher education professionals rarely hear about, including support for Independent Living Centers, assistive technology device lending, accessibility training and assessments, traumatic brain injury services, and the Youth Leadership Forum for Students with Disabilities; also, we will highlight statewide advisory bodies that further disability rights by shaping accessibility and inclusive policy. Leave with new partnerships, practical resources, and a broader view of how DOR advances independence, leadership, and access across California.

In this session, the California Community College Chancellor's Office will provide DSPS updates and celebrations from the past year.

Join this inspiring, member‑centered session designed to elevate your CAPED experience and strengthen our statewide community. Together we’ll explore what you value most, what you hope to gain, and where CAPED can grow. Your feedback will help shape upcoming initiatives, professional development priorities, and the future direction of our organization.

This session highlights a CCCCO-approved program at Irvine Valley College that provides free mental health and ADHD assessments to students for Title 5 DSPS eligibility determination. Modeled after the LDESM program, this initiative addresses equity gaps by removing financial barriers to assessment. Led by a DSPS Counselor, LD Specialist, and Licensed Clinical Psychologist, the program determines eligibility in the LD, ADHD, and Mental Health disability categories while also serving as a supervised training site for pre-doctoral practicum students. Attendees will learn how this model can be adapted for implementation across other California Community Colleges.

This session addresses the critical role of semantics in shaping inclusive, equitable disability services in higher education. Words influence how students are perceived, how policies are interpreted, and how services are delivered. This session will explore the intersection of language, law, and lived experience, offering participants a chance to reflect on their own practices and gain tools for more inclusive communication. The session is grounded in current research and best practices and includes interactive components such as case studies, language reframing exercises, and role-play. The presenter brings extensive experience in disability services and inclusive education, ensuring a session that is both practical and thought-provoking. This topic is timely and essential for professionals seeking to align their work with principles of equity, access, and student empowerment.

This presentation will share lessons learned from an examination of state vocational rehabilitation cases that involved provision of community college training to individuals with disabilities (2,774 cases nationally, including 344 cases in California). Cases studied were closed between 7/1/23 and 6/30/24. This presentation will offer a detailed demographic description of this group and identify services and supports reliably associated with two primary outcomes of interest: completion of an Associate degree, and employment status at case closure. Discussion will address implications for practice of supports that are reliably associated with desired academic and employment outcomes for community college students with disabilities.

Student staff positions often exist as a revolving door, with high turnover requiring continual training as knowledge and experience cycle out of the office. This can create pressure to maintain service quality while repeatedly onboarding new staff. This session explores a modular approach that helps offices prioritize and develop reusable training materials. It will focus on reducing redundant training, addressing knowledge gaps, and establishing clearer expectations for student staff roles. Attendees will leave with practical strategies for building scalable onboarding materials, helping both supervisors and new student employees feel more confident, prepared, and supported in the training process.

Colleagues from North Orange Continuing Education will share complex and unique experiences serving students with disabilities, drawing on the perspectives of Disability Support Services counseling, job development, administration, and instruction. Presenters will describe real situations encountered while supporting students and discuss approaches used to address challenges across educational and employment preparation settings. The presentation will be interactive, encouraging participants to engage with the scenarios presented. Attendees will be invited to draw on their own professional experiences to collaboratively problem solve and discuss strategies. This session aims to promote shared learning and practical ideas for professionals supporting diverse student populations.

In this session, we will explore the ACMM not just as a compliance checklist, but as a catalyst for institutional change and a resource to advance Title II compliance. Participants will learn how complex ACMM data can be translated into a clear, understandable format that resonates with stakeholders across the institution, from faculty and staff to leadership. Join to explore how to bridge the gap between evaluation and implementation, moving our accessibility work from siloed tasks to a shared institutional priority.

This session presents a case study on El Camino College’s innovative support model, which unites the SEA Center, MyPATH, and DSPS through deep cross-campus collaboration to advance student equity. We will explore how building strong partnerships across departments—combined with accessible AI solutions like Otter.ai and NotebookLM—creates inclusive, wrap-around support for disproportionately impacted students. Attendees will learn how to transition from fragmented, isolated services to a cohesive, collaborative support network. The presentation will offer practical strategies for embedding counselors and peer mentors directly into academic curricula while leveraging AI to foster shared learning, accessibility, and campus belonging.

This interactive session features a screening of the Emmy-winning short documentary My Disability Roadmap, followed by facilitated dialogue and participant reflection. In the film, filmmaker Samuel Habib explores questions many young disabled adults face: Can I go to college? Live independently? Build relationships? Through conversations with prominent disability activists, the film offers a powerful exploration of disability identity, independence, and community. Following the screening, participants will engage in guided discussion and reflection on how student narratives can reshape institutional approaches to accessibility, inclusion, and leadership development in our colleges and universities.

This presentation will explore how community colleges can effectively support student veterans by utilizing on-campus disability services. Data will be reviewed to show differences in success rates for students using academic accommodations versus those who do not, the ways in which accommodations can increase access to course material, and the importance of encouraging self-advocacy both in and out of the classroom. Best practices to share with faculty when working with veterans with disabilities will also be discussed.

This interactive session explores how California community colleges can implement AB 2821 at the local level. Participants will review practical resources developed by the Tech Center, including guidance on academic accommodations, addressing ableism, faculty liaison models, and personnel accommodation hubs. Rather than presenting a single model, the session will invite guided discussion on what effective implementation can look like across different campuses. Attendees will share experiences, identify challenges, and discuss strategies for building sustainable, inclusive systems that support both students and employees with disabilities.

This is an opportunity to hear what has been happening in the area of DSPS Services across the state to serve the needs of students with disabilities. While discussing the major questions that the field has asked, I will also share some case studies to encourage you to consider what you might do in some of these situations!

In partnership with the Department of Rehabilitation (DOR), North Orange Continuing Education (NOCE), and San Diego Community College District (SDCCD) are spearheading the California Subminimum Wage to Competitive Integrated Employment Project (CSP) under a Disability Innovation Fund (DIF) grant. This groundbreaking initiative is designed to support individuals with Intellectual and Developmental Disabilities (ID/DD) by providing comprehensive training, coaching, and job assistance. Our goal is to foster economic self-sufficiency, independence, and full inclusion in community settings, ensuring fair compensation at or above the minimum wage. Participants will benefit from curriculum focusing on self-advocacy, independent living skills, and vocational training tailored to their interests and community integration. This includes access to community college courses and Career and Technical Education (CTE) programs, job and career exploration, volunteer and paid work-based learning, apprenticeships, peer mentoring, and family support resources. By offering job placement services and identifying best practices for statewide implementation, this five-year project represents a significant step toward equal opportunities for Californians with ID/DD, promising a future where every individual can achieve their full potential and contribute meaningfully to their communities. Join us for our report on the final implementation years and phases of CSP and this case study on an innovation in the California Community Colleges!

"While we have access to yearly reports, presentations at conferences, and the OCR Reading Room, for many of us the ins-and-outs of investigation at the Office of Civil Rights can be something of a black box. This presentation will discuss trends and patterns in investigations and agreements with the Office of Civil Rights over the course of the last 12 years based on the development of a navigation tool to quickly locate relevant cases by accommodation and other key case attributes. Attendees will come away better-aware of OCR’s processes, and how they tend to view common issues in our field."

This presentation explores the ethics of artificial intelligence in assistive technology and addresses growing “AI anxiety” in disability communities. It examines how tools such as automated alt-text, smart glasses, AI-powered hearing devices, and other wearable technologies can increase independence while also risking the repetition of historical patterns of exclusion if accessibility is not prioritized. The session will discuss the accessibility of current AI tools, potential barriers for people with disabilities, and practical ways educators and technology leaders can promote inclusive, ethical use of AI in assistive technology.

This interactive session introduces the Toolkit for Inclusive Workforce Education, an open, UDL-aligned resource designed to help faculty embed transferable workplace skills into existing coursework without changing course objectives, discipline, or modality. Participants will preview the toolkit’s broader structure, including faculty implementation supports, adaptable lesson templates, student-centered reflection tools, and optional reflection and fidelity resources. The session will also bring in a learning center lens by reflecting on the kinds of support students seek when directions, confidence, follow-through, or self-advocacy become barriers to success. Participants will leave with practical ideas for small, usable changes they can apply right away.

Students with disabilities face unique challenges when transitioning from high school to college and this presentation emphasizes the importance of early, student-centered collaboration among K–12 educators, college staff, families, and community partners to support students with disabilities transitioning into postsecondary education. Common gaps in the transition process, such as misunderstandings about accommodations, lack of self-advocacy skills, and limited awareness of college procedures and resources are identified. The presenters highlight strategies for building effective partnerships within institutions and across systems, including outreach events, dual enrollment, and coordinated support services. This session encourages leveraging community resources, grants, and creative funding to enhance transition programming without requiring large budgets. Ultimately, the presentation advocates for a holistic, inclusive approach that prepares students for success in college, work, and life by fostering strong networks of support.

This session will present several case studies of Disability Cultural Centers (DCCs) in the U.S. Each case study will include their history, organizational structure, mission, philosophies, relationships, programming, challenges, and achievements, particularly in an anti-DEIA climate. The presentation will be told as stories rather than clinical case studies. We will conclude with recommendations and resources for those interested in learning more or in establishing a DCC on their campus. We explain how DCCs recognize and build upon the strengths of college disabled students, while also fostering campus climates that improve academic, social, and developmental outcomes for disabled students.

What happens when a student can continue learning, but can't reliably get to campus? For disability and accessibility professionals, these situations can expose a difficult gap between traditional accommodations and the realities of an in-person college experience. In this interactive session, we'll explore what meaningful access can look like when physical presence becomes the barrier. Together, participants will examine real-world scenarios, identify what students risk losing when they become disconnected from campus, and consider how institutions can preserve academic participation, relationships, belonging, and identity as a college student. Candice Hann, Director of PACE/College to Career at Shasta College will share how her team confronted this challenge with a real student, what they learned while designing and implementing a new approach, and the practical decisions that made it work, from faculty partnership and course-level reasonableness to classroom logistics and student support. Participants will leave with a framework for thinking about temporary remote participation as a bridge, not a destination—and practical ideas they can adapt within their own institutional processes.

Supporting braille-using students can sometimes feel like a race against the clock — dusting off an old braille embosser, hoping it still works, and wondering whether that mystery display in the closet will power on. This session focuses on taking the panic out of braille accommodations by shifting from reactive fixes to practical preparedness. We’ll talk through what technology braille students typically arrive with today, what braille tools campuses should reasonably have on hand, and which solutions are flexible, modern, and manageable for non-specialists. Using real campus scenarios, we’ll cover common challenges, best practices that actually work, and how to avoid both under- and over-accommodating students. The session will be interactive, with plenty of time for questions and discussion of real situations participants are facing on their campuses. Attendees will leave with clearer expectations, greater confidence, and a more realistic understanding of what “being ready for braille” really means. Content areas addressed: Specific accommodation needs (braille access), Program improvement and resources, Hands-on Assistive Technology, Case-based discussion

Artificial intelligence is already shaping how students learn, yet many students with disabilities lack guidance on how to use it strategically and ethically. This session explores how disability resource offices can train and empower students to use AI as a tool for independence. Participants will learn practical strategies for coaching students to use AI to break down assignments, generate structured study supports, improve time management, and strengthen executive functioning. The session emphasizes skill development, academic integrity, and student agency, offering suggestions for training and prompts that promote confidence, organization, and self-directed learning.

Higher education often perpetuates inherited, systemic ideologies that brand neurodivergent and disabled students as deficient, blaming them for institutional barriers and forcing performative masking to survive. This interactive session introduces the MARKED framework-a diagnostic tool for examining how Meritocracy, Ableism, Racism, Kyriarchy, Equality and Disablism intersect across postsecondary systems. Moving beyond theory, participants will engage in a hands-on departmental audit to identify covert gatekeeping mechanisms, assess institutional risk and pinpoint high-tension barriers within their DSP&S. Attendees will leave with a practical, cross-departmental audit tool to evaluate adjacent campus divisions and an invitation to join a post-conference virtual roundtable to collaborate on long-term disruption strategies.

This session explores the growing role of facility and therapy dogs on college campuses and their impact on student well-being, connection, and belonging at NOCE. This presentation will examine how structured facility and therapy dog programs can support mental health, reduce barriers to engagement, and foster inclusive campus environments—particularly for neurodivergent students and those who may struggle with traditional support services. Participants will get to meet two of our NOCE dogs and learn about NOCE’s partnership with Canine Companions. Practical strategies for integrating canine-supported initiatives into campus wellness and student success efforts will be presented.

"This session will introduce a Trauma-Informed Interactive Process Model alternative for DSPS counselors in working with students with psychological disabilities. This session will discuss the importance of reframing the traditional interactive process intake meeting with a trauma-informed model that focuses on trauma-responsive principles of safety, transparency, collaboration and empowerment for students. This session will discuss how these principles can be embedded into the intake, documentation review and accommodation determination processes through applied case examples and discussion. Participants will learn strategies to reduce re-traumatization while following a student-centered practice through the lens of a retired family therapist and post-secondary disability counselor."

Alternate Text Production Center's Director Marie Zaldivar and Sr. Director of Disability and Access Services for California State University, Northridge, Dr. Jeff Baugher, will co-present and discuss the various ATPC resources for students with print-related disabilities in California Community College System.

"The Rehhabilitation Act of 1973 mandated that all institutions who receive federal funds should conduct a ""Transition Plan"" assessment - of all physical facilities and a ""Self-Evaluation"" of all policies, procedures and practices to ensure non-discrimination and to facilitate accessibility to all programs, services, and activities on campus for students, employees and visitors. Many campuses have not completed this process. This presentation will discuss how to collaborate, assess and implement accessible, effective and timely access and accommodations - organizing a Self-Evalution. There will be a brief discussion of Transition (facilities) Planning."

"Ensuring our courses are compliant and inclusively designed is important – but the demands of teaching consume enormous time and energy. As a result, they often crowd out the relational, creative work that drew us to education in the first place. In this session, I will share a custom AI chatbot built for faculty using Playlab* to fast-track compliance tasks. By offloading the overhead to AI, faculty are reclaiming time and mental energy to invest where it matters most: building genuine relationships with students. *Playlab is a non-profit, custom chat bot tool used in partnership with the CCCCO that meets student privacy regulations (FERPA compliant)."

In this session, we will explore the ACMM not just as a compliance checklist, but as a catalyst for institutional change and a resource to advance Title II compliance. Participants will learn how complex ACMM data can be translated into a clear, understandable format that resonates with stakeholders across the institution, from faculty and staff to leadership. Join to explore how to bridge the gap between evaluation and implementation, moving our accessibility work from siloed tasks to a shared institutional priority.

details coming soon

Adopting new educational or assistive technology is only the first step. Building awareness and driving meaningful usage across campus is where the real challenge begins. This session explores practical strategies for change management, stakeholder engagement, and scaling adoption to ensure technology investments deliver real impact. Attendees will learn how to raise awareness, build momentum across departments, and use data to highlight success stories and identify opportunities for growth. Designed for higher education professionals navigating implementation, this session will provide actionable, replicable approaches to increase engagement and help more students benefit from the tools institutions have adopted.

"A growing trend across the field involves the elimination of LD Specialist positions, either through unfilled vacancies or layoffs associated with budget cuts. These changes threaten services that are essential for supporting students with learning differences and for addressing longstanding equity gaps. At this critical moment, the field must more clearly communicate, document, and advocate for the value and impact of LD Specialists. Led by a panel of experienced and passionate Learning Disability Specialists, this session—recommended for program managers, directors, deans, and administrators—will highlight the importance of this role and the urgent need to advocate for maintaining access to learning disability assessment and support services on our campuses."