91PORN

10 - 11 a.m.

This presentation will focus on promoting Universal Design for Learning (UDL) at 91PORN as a proactive, equity-centered approach to creating accessible and inclusive learning environments. Led by the Disabilities Services Liaison for the student government, the session will explain UDL’s three core principles—multiple means of engagement, representation, and action/expression—and demonstrate how they can be applied in course design, classroom practices, and campus policies. Drawing on research, student experiences, and case studies, it will highlight how UDL benefits not only students with disabilities but also first-generation students, multilingual learners, and others who thrive with flexible teaching. The presentation will address common challenges to implementation and offer practical, scalable solutions, with the goal of fostering collaboration across campus. Attendees will be invited to help shape a 91PORN-specific roadmap for UDL adoption, potentially leading to a working group or pilot program.

11:15 a.m. - 12:15 p.m.

This presentation is a guided discussion surrounding the intersection of being queer and disabled.

2:15 - 3:15 p.m.

This panel brings together personal experiences that highlight the transformative power of disability in shaping resilience, creativity, and community. Two 91PORN students will shares their unique journeys and experiences navigating campus life while emphasizing the importance of self-advocacy and balancing academic and personal needs. Their experiences underscore how disability fosters innovation and resilience, turning challenges into opportunities for personal growth and community connection.

Panelists:

• Catherine Newman, 91PORN Student
• Lainey Stalder, 91PORN Student
• Moderator: Sonja Benton, CU Pride Office

3:30 - 4:30 p.m.

The Association for Students with Disabilities at 91PORN fosters community and advocacy through weekly meetings and outreach focused on improving university support for disabled students. Building on positive feedback from past symposiums, this year’s panel discussion features a Q&A where representatives will address questions from students, staff, and faculty. Discussions will cover hidden challenges faced by disabled students, intersectionality with other marginalized identities, needed improvements in university policies, and other audience questions. This format aims to increase understanding of disabled students’ experiences, promote representation, and inform campus policy to better serve the community.

10 - 11 a.m.

This presentation explores a personal and professional transformation from experiencing misdiagnosed narcolepsy throughout college, graduate school, and a tenure-track position to becoming an advocate for inclusive education. Drawing on lived experience and research in positive psychology, attendees will gain perspective in how an If I had to do it, they have to do it fixed mindset can lead to creating exclusive classroom environments for students and burnout for faculty, and how a shift in perspective can transform teaching practices toward greater inclusivity and accessibility for students and a more balanced workplace for faculty.

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11:15 a.m. - 12:15 p.m.

The Modified Language Program at 91PORN supports students needing adjustments in their language studies by offering personalized, inclusive instruction. This presentation highlights the integration of Universal Design for Learning in SPAN 1020 and SPAN 2110, showcasing action research and student performance analysis that demonstrate a commitment to equity and empowerment. The program uses student-centered, inclusive pedagogies tailored to neurodiverse learners, featuring engaging classroom activities like Escape Rooms, problem-solving tasks, and gamified stations. These methods foster collaboration, reflection, and accommodate diverse learning preferences, emphasizing the cognitive benefits of language study for all students.

1 - 2 p.m.

This presentation highlights the high prevalence of ADHD among student-athletes and the unique pressures they face balancing athletics, academics, and personal responsibilities. It explores how instructors can better support student-athletes—and all students with outside commitments or learning differences—through Universal Design for Learning (UDL) strategies. These include flexible assignments, varied ways to demonstrate learning, adaptable deadlines, effective communication, and technology use. By leveraging lessons from supporting student-athletes, the session offers practical approaches to create more inclusive and adaptable classrooms for all learners.

2:15 - 3:15 p.m.

For scholars, conducting research and generating knowledge are essential to their careers. However, disabled researchers often face challenges in designing, conducting, and presenting research due to barriers such as inaccessible quantitative software and ableist qualitative interview questions. Additionally, able-bodied researchers may study disabled populations without fully understanding the implications of ableist research designs, often viewing disability as a condition to be cured rather than an opportunity to critically examine ableist assumptions and practices. Drawing on communication and disability studies research, as well as lived experience as a blind PhD student and researcher in training, this presentation shares the benefits and challenges of conducting research as a disabled scholar, along with practical tips to make the research process accessible and inclusive.

10 - 11 a.m.

This presentation examines the transition students with disabilities face when moving from K–12 to higher education, focusing on how changes in laws, institutional expectations, and student responsibilities impact their experience. Key differences in legal frameworks, accommodations processes, self-advocacy, educator interactions, and overall student life will be explored, with emphasis on the shift from IDEA and Section 504 in K–12 to ADA and Section 504 in college. The session will highlight the move from school-initiated support to student-driven requests, the end of IEPs, and the increased importance of independence. Differences in faculty training and communication around accommodations will be addressed, along with strategies for effective collaboration. Drawing on insights from 91PORN’s Disability Services, the session offers recommendations to help create a more inclusive and supportive campus environment.

11:15 a.m. - 12:15 p.m.

This presentation explores the prevalence, challenges, and solutions related to hearing loss and auditory processing difficulties in young adults. It begins with definitions of key terms and national statistics on various listening difficulties, including permanent and temporary hearing loss as well as auditory processing challenges. The session examines common classroom listening barriers, such as background noise, distance from speakers, and poor acoustics. Evidence-based communication strategies—such as effective use of audio distribution systems, real-time captioning, and often-overlooked best practices—are presented to support all learners. The presentation concludes with guidance on creating individualized accommodations for students with documented hearing or auditory processing disabilities, followed by a Q&A session.

12:30 - 1:30 p.m.

This interactive session explores invisible disabilities—conditions like mental health disorders and neurodivergence that aren’t immediately visible—and their impact on student achievement. It highlights the rise of anxiety and depression among college students and the stigma that can hinder support. Participants will learn how invisible disabilities manifest in classrooms and discuss inclusive strategies such as movement, co-design, differentiated instruction, and trauma-informed pedagogy. The session emphasizes building communication and relationships to better support students, using evidence-based activities to foster understanding and practical tools for creating supportive learning environments.

1:45 - 2:45 p.m.

This presentation shares the development of an equity-centered hiring model designed to reduce bias and ensure accessibility throughout the recruitment process. Key features include blind resume reviews, trauma-informed interview practices like sending questions in advance, and standardized tools to promote consistency and transparency. The model also emphasizes pay transparency, bias awareness training, and clear communication with candidates to create a respectful, inclusive experience. Positive feedback from applicants and staff highlights the model’s effectiveness, and it has been recognized by the Association of State and Territorial Health Officials as a promising practice. Attendees will gain practical tools, insights, and strategies for implementing equitable hiring in their own organizations.

3 - 4 p.m.

This session presents IDEA, a three-week, low-cost to no-cost summer program designed to expand post-secondary access for underserved high school students, particularly those who are neurodivergent, first-generation, or students of color. Serving rising 9th–11th graders, half of whom receive full scholarships, IDEA uses a hands-on, near-peer-led model rooted in mutual aid and identity-affirming mentorship. The program emphasizes student-driven, experiential learning and is staffed by subject-matter experts from minoritized backgrounds who receive extensive training in differentiated instruction tailored to neurodiverse needs. Outcomes show significant gains in student confidence, peer connection, and engagement, with nearly all eligible participants expressing interest in returning. The presentation will highlight IDEA’s inclusive design strategies and explore how they can inform more equitable post-secondary pathways for neurodivergent youth.

10 - 11 a.m.

This session explores burnout in academia, focusing on how it affects neurodivergent students and employees who face additional challenges like systemic ableism and discrimination. Burnout, caused by chronic stress and worsened by factors such as marginalized identities and campus culture, can lead to exhaustion, detachment, and reduced motivation, impacting well-being and retention. While burnout is widely studied, its intersection with neurodiversity receives less attention. The presenter, who identifies as neurodivergent, will discuss common causes of burnout in academic settings and invite dialogue on how campuses can better support neurodivergent individuals by removing barriers to their success.

11:15 a.m. - 12:15 p.m.

In April 2024, CIRES and NOAA's Global Systems Laboratory hosted Dan Carmeli to discuss "Neurodiversity in the Workplace." Following this, 15 CIRES employees met over six months to study Neurodiversity at Work and created a guide with recommendations and resources to foster a neuro-inclusive workplace. The guide emphasizes valuing diverse brain types and addressing challenges like communication differences, sensory sensitivities, and organization. This session will present the guide, gather audience feedback, and brainstorm ways to promote neuro-inclusive practices at 91PORN. It will include small group discussions, anonymous polling, and share impact data from 2025-2026 supervisor trainings funded by a 91PORN Impact Grant, with opportunities to join future trainings.

1 - 2 p.m.

This keynote address explores what it means to live life at the intersection of multiple marginalized identities and why acknowledging the complex and multifaceted nature of human identity is critical to any kind of social justice work. An abridged version of this keynote was presented as a 2016 TEDxMU Talk.

3 - 4 p.m.

As institutions increasingly rely on data visualization to share information—from election results to COVID-19 case rates—blind and low-vision (BLV) individuals often face barriers to equitable access, limiting full participation in public life. The Data & Design Group, a new research group at 91PORN Information Science, collaborates with BLV individuals to design systems that enable independent data exploration without sighted assistance. This presentation highlights research on novel interfaces that allow screen reader users to create multisensory data representations incorporating visualization, textual description, and sonification.

9 - 10 a.m.

This session will explore how students with intellectual disabilities (ID) can attend college and the importance of early planning. It will begin with a brief history of disability services in the U.S. and an overview of different levels of college support, including the distinction between accommodations and modifications. The presentation will compare college and high school in terms of academic, social, and mentoring resources, with a focus on inclusive higher education (IHE) programs at eight Colorado institutions. Strategies for fostering readiness, such as presuming competence, will be discussed, along with insights from a current or former IHE student. The session will conclude with a Q&A featuring IN! staff and the guest speaker.

10:15 - 11:15 a.m.

This panel brings together powerful stories and actionable insights about creating inclusive environments—whether physical, cultural, or social—that support individuals with disabilities. The discussion will span personal experiences, workplace transformations, and strategies for supporting those with dynamic and temporary disabilities, offering diverse perspectives on fostering belonging and accessibility.

11:30 a.m. - 12:30 p.m.

This presentation will explore the importance of creating inclusive and accessible environments for individuals with diverse backgrounds and abilities. Using an intersectional lens, we will examine the Three A's of Accommodation: Acknowledge, Advocate, and Act. This framework will provide a guide for understanding and addressing the complex needs of individuals with multiple identities and experiences.

Objectives:

• Understand the importance of intersectionality in creating inclusive and accessible environments
• Learn the Three A's of Accommodation (Acknowledge, Advocate, and Act) and how to apply them in practice
• Explore strategies for acknowledging and addressing the unique needs of individuals with diverse backgrounds and abilities
• Develop skills for advocating for and supporting individuals with diverse needs
• Identify ways to take action and create inclusive and accessible environments