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AUCD - Concurrent Sessions

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Tuesday, November 7, 2017 3:00 PM - 4:15 PM


Presenters

Lift Your Voice for Self-Advocacy and Advocacy
Sheida K. Raley, M. Ed., Doctoral Student, Spring 2017 Virtual Trainee, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
Karrie A. Shogren, Ph.D., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Erica Thomas, Washington D.C., DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;
George S. Gotto, Ph.D., Kansas City, MO, United States, MO - University of Missouri, UCEDD/LEND;
T. Rene Jamison, Ph.D., Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Darron Grayson, Washington D.C., DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;
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This session describes the roots of the Self-Advocacy Movement and social-ecological models of disability as a conceptual framework for developing self-advocacy and advocacy skills through self-determination. Panelists will emphasize the roles of volitional action and ample opportunities for all, including self-advocates and community advocates engaging in building advocacy skills within transition to adulthood, healthcare, and community living. Investigators or trainees will share strategies, research, and experiences within their UCEDD activities.


Developing an Inclusive and Accessible LEND Curriculum
Julie Christensen, PhD, Director, Center for Disabilities and Development, UCEDD/LEND
Edward Esbeck, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;
Kelly VonLehmden, MA, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;
Michael Hoenig, MS, Iowa City, IA, United States, IA - Center for Disabilities and Development, UCEDD/LEND;
Judith Warth, MS, Iowa City, IA, IA - Center for Disabilities and Development, UCEDD/LEND;
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This presentation will provide an overview of a collaborative effort to adapt Iowa's Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program to be fully inclusive of a self-advocate trainee. The Iowa LEND (I-LEND) and UCEDD programs braided funding to hire a self-advocate to assess and adapt the curriculum, projects and trainee experiences. Participants will hear from the team regarding lessons learned and next steps.


Lift Your Voice to Support Employment for People with IDD
Susan Palmer, Ph.D., Assoc. Dir. KUCDD, Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
James Thompson, Ph.D., Lawrence, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Evan Dean, Ph.D., KU Medical Center, Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
Cindy Beckmann, MM, Kansas City, MO, United States, MO - University of Missouri, UCEDD/LEND;
Judith Gross, Ph.D., Bloomington, IN, United States, IN - Indiana Institute on Disability and Community, UCEDD;
To be Determined, LEND Student to be hired, Kansas City, KS, United States, KS - Schiefelbusch Institute for Life Span Studies, UCEDD/LEND;
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Presenters at this session will provide a number of evidence-based strategies and supports for integrated employment in the community based on principles of self-determination and family involvement. Employment goals are part of most every school-based plan and the annual planning process for adults with IDD receiving services. This session will share information, practical strategies, and resources to advance employment in the real world of work.


Utilizing Asset Based Community Development (ABCD) principles to build an Inclusive Postsecondary Community: Strategies for Education and Beyond
Marnie Harris, B.S. Biomedical Engineering, Mentor Coordinator, Georgia Institute of Technology
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Deficit-based approaches have been used too long to develop disempowering programs to support people with disabilities. Learn how principles of Asset Based Community Development were applied to cultivate an inclusive community at the Georgia Institute of Technology. Participants will engage in an ABCD activity and a Gifts Assessment and learn to apply these strategies within organizations to build a strengths-based approach to create inclusive communities where all voices are heard.


The Power of Effective Mentoring Begins with Faculty
Debra Vigil, Ph.D., Faculty, Nevada Center for Excellence in Disabilities, UCEDD/LEND
Sandra Heimerl, Ph.D., Albuquerque, NM, United States, NM - Center for Development & Disability, UCEDD/LEND;
Sarah Winter, M.D., Salt Lake City, UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

LEND faculty are tasked with supporting the leadership development of LEND trainees. The unique learning environment offered by LEND training programs present us with opportunities and challenges in implementing effective mentoring. LEND faculty and trainees from three PacWest programs will provide an evidence based overview of effective mentorship. We will then lead interactive discussion breakout groups regarding varied aspects, strategies and unique attributes of trainee mentorship.


Addressing Behavioral Concerns in the IEP
Niki Roberts, MS, , Center for Disabilities Studies, UCEDD/LEND
Debby Boyer, Newark, DE, United States, DE - Center for Disabilities Studies, UCEDD/LEND;
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Addressing Behavioral Concerns of the IEP is a Professional Development series given to Delaware educators. This a session is designed to help individuals, parents, educators and administrators to show how behavioral and social skill concerns should be part of the IEP process and how to advocate. Participants will connect the FBA and Behavior Support Plan and the IEP is important as data-based decision making is key for success.


Understanding Guardianship and Supported Decision Making from Multiple Perspectives: An Interdisciplinary, Inclusive, Qualitative Research Project
Sally Gould-Taylor, PhD, Director of Research, Institute on Disabilities, UCEDD
Celia Feinstein & E. Eva Weiss, MA, Philadelphia, PA, United States, PA - Institute on Disabilities, UCEDD;
Morgan Whitlatch & Tina Campanella, Quality Trust for Individuals with Disabilities, Washington, DC, United States;
Phoebe Ball, National Council on Disability, Washington, DC, United States;
Allison Mazzei, JD, American University Washington College of Law, Washington, DC, United States;
Thelma Green, Project Action, Washington, DC, United States;
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Come to hear about an intersectional research project that combined disability, law, and human rights teams to interview forty-six stakeholders about their views on and experiences with Guardianship and Supported Decision Making. The inclusive research process and the salient themes from the qualitative data analysis will be discussed by members of the project team as well as people with disabilities and family members who participated in the project.


Accessibility Is Much More Than a Checkbox: Making Sure People with Intellectual Disabilities Can Truly Access Resources and Programs independently
Stephanie Meredith, MA, Medical Outreach Director, Interdisciplinary Human Development Institute, UCEDD
Liz Weintraub, AUCD, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Julia, Bascom, Autistic Self Advocacy Network, Washington, DC, United States;
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When creating resources for people with intellectual disabilities, our first question should be: could an adult with ID access this material on their own? As shown by AUCD's "Tuesdays with Liz", the Autistic Self Advocacy Medicaid toolkit, and HDI's KentuckyWorks website, accessibility is about much more than a checkbox. Accessibility for people with ID also includes respectfully presenting information using multiple tools, learning devices, audience reviews, and clean formats.


How to Affect State Policy and Legislation for Inclusive Post-Secondary Education: Lessons from the Field
Denise Rozell, J.D., Director of Policy Innovation
Tom Sannicandro, PhD, JD, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;
Debra Hart, MS, Think College, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

To increase opportunities for students with ID to access inclusive postsecondary education, it is critical to develop relationships with state policymakers. This presentation draws from state experiences to identify and convince decision-makers to promote postsecondary opportunities. Perspectives will be shared by a former state legislator, researchers, and a state government policy expert on best practices, potential pitfalls, and how to use available data to strengthen your message.


Tapping the Advocacy Potential within a Clinical Setting Through a Variety of Community Partnerships
Joanne Siegel, LCSW, Associate Director, Rose F. Kennedy Center, UCEDD/LEND
Danielle Lanzetta, Self Advocate, AS, Bronx Community Self-Advocacy Group, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Manna Mann, LEND Fellow, MD, Rose F Kennedy CERC at Montefiore, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Diana Rodriguez & Veronica Arias (Parent), LMSW, Rose F Kennedy CERC at Montefiore, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Allison Grant (mentor-Carol Tirelli, DPT), Medical Student, Albert Einstein College of Medicine, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Elizabeth Ridgway, ODT, Rose F Kennedy CERC at Montefiore, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
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Clinical settings are often not viewed as having the potential to achieve advocacy goals. This panel will dispel that notion and highlight the various advocacy collaboration efforts of the Rose F. Kennedy UCEDD within a clinical service setting. This panel will discuss its advocacy efforts through its community and network partners that includes local and state government relationships, private foundations, government grants, community programs, consumer coalitions, self-advocates and parents.

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Lift Your Voice with Healthy Relationships
Jack Brandt, M.S. Rehabilitation Counseling, Disability Policy Specialist, Partnership for People with Disabilities, UCEDD/LEND
Parthenia Dinora, Ph.D., Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;
Jennie Todd, B.A., Bloomington, IN, United States, ID - Center on Disabilities and Human Development, UCEDD;
Karen Ward, Ph.D., Anchorage, AK, United States, AK - Center for Human Development, UCEDD/LEND;
Lindsay Sauve, M.P.H., Portland, OR, United States, OR - Oregon Institute on Development & Disability, UCEDD/LEND;

People with disabilities are nearly five times more likely to experience abuse. This session will review three healthy relationships curricula written by network partners in conjunction with people with intellectual and developmental disabilities and discuss a sexual education assessment tool to review curricula. The panelists will discuss key components of the curricula, how they are evaluated, and an overview of findings from an assessment of six sexuality education curricula.


Collaborations with Community Organizations and Participatory Action Research Methods: Lessons Learned from 3 GaLEND Projects
Teal Benevides, PhD, MS, OTR/L, Associate Professor, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Jessica Franks, MPH, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Angela Miles, MS, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Stephanie Baumann, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Anne Stair, MEd, EdS, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Jorge Verlenden, PhD & Mark Crenshaw, MTS, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

As the value and visibility of stakeholder-driven research continues to increase, leaders in disability and advocacy require training experiences that enable experience in participatory action research (PAR) methods. This panel presentation will describe objectives and outcomes of 3 participatory action initiatives implemented by GaLEND trainees between December 2016-May 2017. Barriers, successes, and lessons learned will be presented. Experiences are applicable to PAR initiatives implemented by future LEND cohorts.

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Results from the National Core Indicators Survey Around Health, Wellness, Disparities, and Self-advocacy
Stephanie Giordano, MA, , Human Services Research Institute
Dorothy Hiersteiner, MPP, Human Services Research Institute, Cambridge, MA;

NCI collects subjective information on quality of life and outcomes for adults using DD services as well as quantitative information from existing records. We will describe three areas: outcomes around self-advocacy, choice, and service planning for individuals with IDD; possible disparate experiences of individuals living in urban/rural settings and compare outcomes by median income of the setting; and predictors of oral problems among the population of adults receiving state supports.


Mindfully Supporting Families and Individuals with Disabilities: Identifying and Filling Gaps Through Targeted Training, Connecting Systems and Utilizing Family-To-Family Networks
Celia Schloemer, MA, Family Support Coordinator, University of Cincinnati UCE, UCEDD/LEND
Matthew Mason, PhD, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;
Eric Moody, Ph.D., University of Wyoming, Aurora, CO, United States, CO - JFK Partners/University of Colorado Health Sciences Center, UCEDD/LEND;
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Panelist will share different family support models: 1)Ohio's focused effort to build and connect a statewide network of support for families and individuals with developmental disabilities. 2)An innovative pilot project providing unique support for rural families of individuals with ASD using the ECHO outcomes model. 3)An education initiative focusing on the needs of parents with co-occurring disorders (intellectual disability and mental health concerns), trauma, and multiple children with special needs.

Read and download presentation materials >