Curriculum, Supervision, and Educational Leadership Accessibility Studies Tailoring the Curriculum: A Fit for All in Fashion Design Education Dylan Gilbert * Project Mentor(s): Naomi J. Petersen, PhD While the fashion industry increasingly embraces adaptive apparel, higher education curricula often prioritizes a standardized, able-bodied form. This study addressed the curricular lag in fashion design programs by conducting a qualitative comparative curriculum analysis of accessibility instruction across U.S. higher education institutions. The research showed how public state universities and private design schools implement Inclusive Design (ID), Universal Design (UD), and Human-Centered Design (HCD) principles. A qualitative analysis was conducted. The study examined a purposeful sample of six bachelor-level programs: three public and three private. The analysis was completed through a thorough review of publicly accessible documents, including course descriptions, syllabi, and capstone requirements. These materials were evaluated using a standardized scoring matrix that measured four dimensions: terminology, curricular location, depth of engagement, and assessment/practice. The research aims to determine whether inclusivity is embedded as a core graduation requirement or relegated to optional enrichment. Preliminary findings suggest that systemic barriers, such as decentralized accreditation and limited faculty training, contribute to a gap between industry needs and academic foundations. By establishing a validated framework for curriculum evaluation, this study seeks to provide actionable insights for evolving fashion pedagogy. Finally, the research highlights the necessity of moving accessibility from the margins to the center of fashion design education to dismantle systemic barriers and meet the functional needs of all individuals. Presentation Type: Oral Presentation (May 20, 9:30am–5:00pm) Keywords: Fashion Education, Inclusive Design, Adaptive Fashion, Curriculum Analysis, Accessibility SOURCE Form ID: 230 Quirky Girls: A Look at the Gendered History of ADHD and Autism Testing Abigail Hollinhead Project Mentor(s): Naomi J. Petersen, PhD A history of Attention Deficit Hyperactivity Disorder (ADHD) and Autism testing and research is assembled here to show the significant changes in scientific understanding, as well as the persistent myths and continued inappropriate diagnostic and treatment practices. In particular, this paper looks at the history of biological sex and gender norms regarding ADHD and Autism research, testing, and diagnosis. It will specifically be looking at the last 125 years of research and statistics. The misconceptions of symptoms and presentation of ADHD and Autism in those assigned female at birth impacts decisions made and treatments offered. Healthcare is ever changing with new discoveries made daily, but many health care providers base knowledge and treatment on historical information. The timeline of important dates and research presented will create a historical background and information that is more recent and relevant to diagnosis today. Presentation Type: Pre-Recorded Presentation (https://www.youtube.com/@cwusource5518) Keywords: ADHD, Autism, Gender, Women, History SOURCE Form ID: 52
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