2025 Fall Webinar Recordings

The Fall 2025 Webinar Series was created to address current issues that face AHEAD members at all career stages and at all institution types. 
 
All webinars were hosted in the Zoom webinar platform and have captioning available. ASL interpreters were also provided. 

 

Sharing Webinar Recordings

 
These recording links can be shared only within your disability office or with individuals in other offices you work with on your campus. AHEAD webinar recordings may not be reposted on non-AHEAD websites, distributed via newsletters or mass emails, or shown at campus training events, virtually or in-person. This is because AHEAD only has permission from the presenters to use their presentation and materials in a limited way for our members. Please contact the presenter(s) directly about presenting to your campus community. All rights reserved by AHEAD. Reposting permitted only with the express, written permission of AHEAD. Thank you for helping AHEAD protect the presenters' work and intellectual property.

Purchased products are available to the member account that was originally used to make the purchase. If someone else at your institution purchased products in the past, please check within your institution for those records and required information to access those accounts. AHEAD does not keep records of past purchases and is not able to transfer purchases to other accounts. The original purchaser is responsible for sharing the resources purchased with colleagues.

PLEASE NOTE: If you purchased the live webinar event in the 2025 Fall Webinar Series, you already have access to the webinar recording by selecting the webinar from the event series and selecting the Resources tab for the specific webinar. The recording was also emailed to all paid registrants of the live event.

 

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Quick Links

Purchasing & Costs

Individual Webinars
AHEAD Members: $59 Each
Non-Members: $69 Each

Purchase Here

Purchased products are available to the member account that was originally used to make the purchase. If someone else at your institution purchased products in the past, please check within your institution for those records and required information to access those accounts. AHEAD does not keep records of past purchases and is not able to transfer purchases to other accounts. The original purchaser is responsible for sharing the resources purchased with colleagues.

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Webinar Titles & Description

Demystifying Neuropsych Reports: Meaningful Interpretation to Reach Sound Accommodations Decisions 

 
Donna Turner, Trula
 
Originally presented Wednesday, September 24, 2025.
 
This practical, straight-talk webinar is designed to cut through the jargon of psychological reports and focus on what really matters: how (and if) a diagnosis on a neuropsych evaluation translates into a disability and/or functional limitations in daily academic life. Drawing on my experience as a psychologist who writes and interprets these reports, I’ll show you how to quickly spot what’s important, what can be ignored, and how to connect the dots to make sound accommodation and support decisions. You’ll walk away with a clearer framework, relatable examples, and the confidence to read dense reports without feeling buried in data.
 

The Top 12 Barriers in Digital Accessibility: An Introduction to Remediating Common Problems

 
Judith Risch J.D., Ph.D., Grand River Solutions
Rob Carr, Web AIM
 
Originally presented Tuesday, September 30, 2025.
 
Whether your institution is private, public, small, large, 2-year, or 4-year, digital accessibility is something to pay attention to. No matter your structure, your digital presence cannot discriminate against people based on their disability. This session is aimed at those without a technical background, who need a basic understanding of common barriers to digital accessibility. It will cover the top areas where digital properties can be problematic for many different users with disabilities. WebAIM conducts a regular survey of screen reader users asking them a number of questions. This survey provides a wealth of information about barriers. This session will talk about the top 12 issues that have appeared on the WebAIM survey consistently for the last 15 years. Recognizing these issues provides a road map for a nontechnical person to follow when supporting an institution’s accessibility journey.
 

What is “Timely”? How Quickly Do Offices Reasonably Work Through Accommodation Requests, and Is Faster Possible?

 
Mark Newmiller, North Carolina State University
Jamie Bojarski, Vanderbilt University
 
Originally presented Monday, October 13, 2025
 
Disability offices are seeing rising numbers and incoming students seem to have increasingly complex accommodation needs, yet our teams still must determine accommodations in a timely manner. But what constitutes “timely”? This presentation will provide an overview of the “why” and “who” underpinning our accommodations determinations, then share how each institution’s disability office processes accommodation requests from initial student contact through implementation. We'll also cover exceptions to our standard processes, such as fast-track reviews and reviews that may fall outside the typical timeframe (e.g., professional, research, and clinical accommodations). Last, we will share our methods for collecting our timeliness data and how we use it to improve our processes.

Food Allergy Orientation: A Crash Course in Food Allergy Accommodations in College

 
Tiffany Leon, MS, RD, Food Allergy Research & Education (FARE)
Christina Mingle Keller, J.D., M.Ed., SafeTable Solutions
 
Originally presented Wednesday, October 22, 2025
 
Food allergy prevalence among children has been increasing for decades, up by 50 percent between 1997 and 2011, and again up by 50 percent between 2007 and 2021. Many of these individuals are now in college or preparing to go to college, and higher education institutions need to be prepared to offer appropriate accommodations to keep students safe and included with their peers when they are away from home. This webinar will open with a review of food allergy basics to better understand the disease and its classification as a disability by the ADA. We’ll then discuss the importance of cross campus collaboration, because many campus offices may need to weigh in and/or offer assistance when developing a plan for these students including housing, dining, student health, athletics, academics, etc. The webinar will end with a series of case studies to apply the decision-making process to help determine appropriate accommodations and next steps. 
 

Putting the Fun in Fundamental Alteration Assessment: Adventures in Clinical Health Science Accommodations

 
Jon McGough, University of California, San Francisco
Carleigh Kude, Stanford University School of Medicine
 
Originally presented Friday, October 24, 2025.
 
The term “fundamental alteration” came up in over two hundred unique listserv conversations in 2025 alone--and often it was in the context of accommodations for students in clinical education programs.  But what does “fundamental alteration” even mean? And how do you arrive at one through a process that is fully supportive of a disabled student's access needs and the academic rigor of a given program?  
 
Drawing from frequent listserv examples of the past year, as well as the presenters' many experiences, this webinar will provide participants with a comprehensive overview of the key principles and practical strategies involved in conducting fundamental alteration assessments. Whether you work with students at a community college, four-year, or graduate/professional program, the goal remains the same: how to evaluate whether a requested accommodation constitutes a fundamental alteration of a program’s essential components while maintaining a commitment to inclusivity and compliance with federal disability laws. Through case studies and expert insights, attendees will gain actionable tools to ensure thoughtful and defensible decision-making in determining accommodations. The webinar will address topics such as identifying essential program requirements, documenting the assessment process, and fostering collaborative discussions between disability services staff, faculty, and students. By the end of the session, participants will be better equipped to navigate complex accommodation requests with confidence, creating an environment where students with disabilities can thrive without compromising academic integrity or clinical competencies.
 
 

Supporting Neurodivergent Students in the Age of Social Media and AI: Learn and Share Together

 
Sara Sanders Gardner, Autistic at Work LLC
Emily Raclaw, MS, LPC, CRC, ASDCS, ADHD-CCSP, Marquette University
Amy Rutherford, M.Ed., LPC-MHSP, College Autism Spectrum
 
Originally presented Tuesday, October 28, 2025
 
Neurodivergent students in higher education are navigating a rapidly changing landscape shaped by social media and AI. Many are building community, identity, and advocacy skills online, while also encountering new challenges related to self-perception, academic integrity, and technology use. This interactive workshop will provide participants with space to explore these emerging dynamics, share observations from their own campuses, and consider strategies for supporting students. Together, we’ll discuss how to guide students in leveraging social media and AI as tools for self-advocacy, learning, and connection while also addressing potential pitfalls and ethical concerns. Participants will leave with new insights, practical approaches, and a stronger network of colleagues facing similar questions. Topics addressed will include:
 
  • Recognize emerging trends in how neurodivergent students engage with social media and AI, both for academic and personal purposes.
  • Identify opportunities and challenges these technologies present for student identity development, self-advocacy, and classroom participation.
  • Share strategies and practices with colleagues for guiding students in using social media and AI in ways that support learning, equity, and well-being.
  • Apply a strengths-based perspective to support neurodivergent students in navigating digital tools while addressing concerns around academic integrity, misinformation, and social pressures.
  • Develop a network of peers to continue exchanging ideas and approaches beyond the workshop.
 

Connecting with Confidence: Strategies for Dealing With Those Difficult Moments

 
Adam Meyer, University of Central Florida
Paul Harwell, East Carolina University
 
Originally presented Thursday, November 6, 2025
 
We all encounter those situations where we feel the pressure and tension when dealing with angry or frustrated students, parents, or faculty members. We can often leave those conversations wishing that we had said something different. While this session will not provide the magical thing to say in these moments, we can increase the chances of a meaningful connection with the frustrated person, potentially leading to a beneficial outcome. No matter our position or title, we can more effectively lead through these interactions by utilizing specific strategies.
 

What Exactly is the Meaning of "Reasonable" When it Comes To Accommodations?

 
Jamie Axelrod, Northern Arizona University
 
Originally presented Thursday, November 13, 2025
 
In this webinar we will explore a process for analyzing when a request is either reasonable or unreasonable, based on facts and context.
 
Would it surprise you to learn that:
 
  • The term "reasonable accommodation" only appears in the employment sections of the ADA and Sec. 504, even though it is the term most people use to describe "academic adjustments", "auxiliary aids and services" and "modifications to practices, or procedures".
  • In the earliest cases about what is "reasonable", the supreme court justices had a hard time figuring it out. Even if they agreed in the end, they all had different opinions about what made something reasonable or unreasonable.
 
The ADA and Sec 504 don't give us a lot of specifics about what makes an accommodation reasonable. In fact, they only provide a few phrases that outline what would make something unreasonable. No wonder why it often feels difficult to decide if a request is reasonable. The truth is, what makes something reasonable is highly contextual. That's why we are asked to consider each request in an individualized, case by case, fact specific manner.


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Presenter Bios

Headshot: Jamie Axelrod

Jamie Axelrod
Northern Arizona University

Jamie Axelrod, M.S. is the Director of Disability Resources at Northern Arizona University and Past-President of AHEAD. Jamie presents regularly on topics related to disability access and higher education, having expertise in disability law and policy, communication and information technology (ICT) access, and the reasonable accommodation process. Jamie is a regular and well-respected contributor to professional listservs, including AHEAD’s discussion boards, and is a go-to consultant for complex issues. He has worked for the University of Wisconsin-Madison’s athletic department, as a mental health therapist, and for Protection and Advocacy Systems, Inc., a disability rights advocacy law firm where he served as an advocate for individuals with disabilities who were claiming that their civil rights had been violated. Jamie has served as co-chair of Northern Arizona University’s Commission on Disability Access and Design and on AHEAD’s Board of Directors.
Headshot: Jamie Bojarski

Jamie Bojarski
Vanderbilt University

Jamie Bojarski, Ph.D. is the Director of Student Access at Vanderbilt University and has been in the role since 2018. After graduating from Indiana University of Pennsylvania, she began her work in disability services as a therapeutic aid in the K-12 system. She then worked as a graduate assistant in the Disability Services and Programs office while working on her MEd at the University of Southern California. Upon graduation, Jamie worked as a support services coordinator at Indiana University and then as the assistant director of the disability resource office at NC State University. While at NCSU, Jamie earned her Ph.D. in Educational Research. Jamie truly enjoys the students and colleagues she works with on a daily basis.

Teressa Eastman

Teressa Eastman
Butler Community College

Teressa Eastman, MBA earned her MBA from Wichita State University in 1992 and has served as the Director of Disability Services at Butler Community for 21 years. She has previous experience working in Special Education in the public school system. At Butler Community College, Teressa serves as the chairperson of the college’s CARE Team, as well as, a member of the college’s four-person Threat Assessment Team. Teressa also serves on the college’s Inclusion Council, Textbook Affordability Team which works on open educational resources for students, and Satisfactory Academic Progress Review Team for Financial Aid. Teressa is also active nationally with the Association of Higher Education and Disability by serving as a co-chair of the Community College Special Interest Group. As a person with a disability, Teressa strongly believes in the value of the Americans with Disabilities Act and advocates for the rights and responsibilities of the disabled population.
Crystal Hill

Crystal Hill
Stanford University 

Crystal Hill, Ph.D. is a distinguished leader in higher education and disability services with over 25 years of experience. She holds a Ph.D. in Public Policy, an M.S. in Vocational Rehabilitation, and a B.A. from the University of Arkansas. In September 2024, Dr. Hill began her new role as Stanford University’s inaugural Assistant Vice Provost for Accessible Education. She also serves as the President-Elect of the Association on Higher Education and Disability (AHEAD). Throughout her career, Dr. Hill has held key leadership positions, including Assistant Dean of Accessibility at Ohio University and Director of Disability Services at both Texas Woman’s University and the University of Central Arkansas. She is a co-founder of College Bound Arkansas, a program dedicated to helping rising juniors, seniors, and incoming college freshmen with disabilities transition to higher education.
Headshot: Jon McGough

Jon McGough
University of California, San Francisco

Jon McGough, M.Ed. oversees disability services for the Graduate Division and Physical Therapy programs at UCSF. Prior to that, Jon's career in the tech sector and higher education spans 15+ years, determining accommodations, leading teams, and providing consultation on ADA matters of digital and physical access. Jon served on the Board of the Coalition for Disability Access in Health Science and Medical Education and is a past President of the Washington Association on Postsecondary Education and Disability. Jon is originally from Rochester, New York, but currently lives in Bellingham, Washington with his spouse and 2 kids, where they enjoy gardening, hiking, and the burgeoning musical theatre scene of the Pacific Northwest.
Headshot: Tiffany Leon

Tiffany Leon
Food Allergy Research & Education (FARE)

As Assistant Director of Training and Professional Programs at Food Allergy Research & Education (FARE), Tiffany supports the development of educational materials and training programs for key target audiences, including registered dietitians, healthcare professionals, commercial foodservice operators, and, of course, those with food allergies! She has been a Registered Dietitian for 11 years and has earned degrees from James Madison University and Columbia University.
Headshot: Paul Harwell

Paul Harwell
East Carolina University

Paul Harwell, Ph.D. is the Director of Disability Support Services at East Carolina University, where he is nationally recognized for his leadership in higher education and disability resources. With 18 years of experience in the field, Paul has developed a deep expertise in fostering accessible environments for students, faculty, and staff. He is committed to advancing a philosophy of shared responsibility for disability access across campus communities. In addition to his leadership, Paul is passionate about mentoring and supporting the professional development of colleagues nationwide. He earned his doctorate in Higher Education Administration from Texas A&M University, specializing in higher education law, policy, finance, and faculty issues.
Headshot: Emily Raclaw

Emily Raclaw 
Marquette University

Emily Raclaw, MS, LCP, CRC a neurodivergent professional and Director of Marquette University’s neurodiversity support program, On Your Marq, brings over 15 years of experience in disability education. A Licensed Professional Counselor and Certified Rehabilitation Counselor, Emily leads a team providing mental health, executive functioning, career, and academic support for neurodivergent students. Her work redefines disability as a vital part of diversity, offering impactful training and consultation nationwide. Known for her dynamic style, Emily’s innovative programs foster independence and success for students.

Headshot: Mark Newmiller

Mark Newmiller
North Carolina State University 

Mark Newmiller, M.S. has been an advocate for equal access and opportunity for over 25 years. As Director of the Disability Resource Office at NC State University, he leverages his background in special education and leadership to ensure equitable access and support. His comprehensive experience includes teaching, evaluating, and determining eligibility for diverse student needs. Mark extends his impact beyond campus through presentations, his service on the NC AHEAD board of directors, and participation in external program reviews.

Headshot: Christina Mingle Keller

Christina Mingle Keller
University of California, San Francisco

Christina Mingle Keller, M.Ed., J.D., is a food allergy parent to two teen children who have multiple severe food allergies. With a M.Ed. in Counseling/Student Affairs in Higher Education as well as a law degree, she has practiced law and has worked in a variety of roles at colleges and universities of all sizes -- including reading applications for the University of Virginia -- for over the past 25 years. Christina founded SafeTable Solutions to help families navigate the process of identifying colleges that accommodate their child's food allergies on campus, and to prepare for college.
Headshot: Judith Risch

Judith Risch
Grand River Solutions

Judith Risch, J.D., Ph.D., is the Title IX & Equity Access Services Special Advisor at Grand River Solutions. Judy brings over two decades of invaluable experience from her tenure at the Office for Civil Rights (OCR) in the U.S. Department of Education. Judy is nationally recognized as a foremost expert in digital accessibility, having served as a senior attorney at the Department of Education, where she co-led the Office for Civil Rights National Digital Accessibility Team. Her role involved overseeing a team of attorneys and investigators across twelve regional offices, enforcing digital accessibility policies and advising educational institutions and business leaders on compliance with federal disability discrimination laws. While at OCR, Judy provided expert technical guidance during the development of the new ADA Title II amendments that cover digital accessibility. She also contributed her expertise to updating the 2024 Section 504 Regulations regarding digital accessibility for the Department of Health and Human Services, Office for Civil Rights. Judy regularly advises and presents to educational institutions and business leaders throughout the country about how to effectively comply with federal civil rights laws, especially those that relate to disability discrimination, access, and technology.

Headshot: Amy Rutherford

Amy Rutherford
University of Tennessee at Chattanooga

Amy Rutherford, LPC-MHSP, ACS currently serves as the director of the Mosaic Program at the University of Tennessee at Chattanooga. Founded in 2008 the program currently serves approximately 60 autistic students annually. Amy co-authored The BASICS College Curriculum, a four-book series based on curriculum for autistic college students as they transition into and out of college. She is a co-founder of Navigate U and a consultant with many universities and businesses where she specializes in creating Autism programming and neurodiversity hiring initiatives. She has participated in a variety of program evaluations, is proficient in project management and loves supporting study abroad possibilities for students. She has recently joined forces with College Autism Spectrum and is very active in National Organizations that promote Neuro-Inclusive learning. Her research focuses on autism and neurodiversity in higher education and mental health services, Universal Design and Leadership Studies. She is a Licensed Professional Counselor serving in the Chattanooga area through private practice. At her core she loves creating inclusive environments, equitable experiences and serving others. 
Headshot: Carleigh Kude

Carleigh Kude
Stanford University

Carleigh Kude is the inaugural Director of Disability Resources at the Stanford University School of Medicine. She has worked in accessible education for over 15 years, specializing in collaborative partnerships and student support initiatives. Carleigh is a graduate of the School of Public Policy and Administration at California State University Long Beach and a Juris Doctor candidate at University of Pacific’s McGeorge School of Law.

Headshot: Donna Turner

Donna Turner
Trula

Dr. Donna Turner has been practicing school, clinical, and neuropsychology for three decades. She specializes in diagnosing and supporting a wide range of neurodevelopmental and acquired conditions, including ADHD, Autism Spectrum Disorder, Dyslexia, and other specific learning disabilities, with a focus on how these challenges affect performance in higher education. At Trula, her work focuses on providing diagnostic clarity and translating complex reports into practical, functional recommendations to assist students in receiving fair access, support, appropriate accommodations, and the opportunity to thrive in postsecondary settings.