March 22, 2013
(Columbia, MD) – Project Access of Howard Community College (HCC) will hold its eleventh annual conference for parents and professionals, “Transitioning Students with Disabilities…Success on the Postsecondary Level and Beyond,” on Friday, April 19, 2013, from 9 a.m. to 4 p.m. on the campus of HCC. Registration for the event is $120 on or before March 29, $140 between March 29 and April 12, or $150 for registration received after April 12. Lunch is included with the registration fee. Accommodations, such as a sign language interpreter, enlarged print/Braille materials or others are available upon request. To register, access the registration form at http://bit.ly/project_access or register in-person prior to the event from 8 to 10 a.m. in the lobby of the Horowitz Visual and Performing Arts Center. For additional questions, contact Dr. Linda Schnapp, assistant director of Project Access, at 443-518-4625 or email@example.com.
Lisa Schoenbrodt, EdD, CCC-SLP, professor, Department of Speech-Language Pathology/Audiology at Loyola University Maryland, will give an early keynote presentation on “Transitioning Students to College: The Impact of Speech and Language Disabilities and the Role of the Speech Language Pathologist.” Thomas J. Barkley, MEd, transition specialist at the Maryland State Department of Education, will give a luncheon keynote presentation on “Moving Toward Independence.”
Over a dozen workshops are scheduled with experts from throughout Maryland on topics such as the connection between documentation and accommodations in higher education; universal design in the college classroom; the challenges of minority students with disabilities in higher education; current practices in Howard County Public Schools for supporting and ensuring successful transitions from school to college/career readiness; technology at Howard Community College for enhancing inclusive and innovative teaching; research on nonmedical use of prescription stimulants among college students; and the impact of anxiety or depression on young adults with learning differences.