This tool kit is designed to help funders who are interested in funding self-advocates and self-advocacy organizations to have a better understanding of how to work best with people with disabilities, and make sure their needs are met throughout the grant process. This toolkit is the result of needs that were identified by the Association of University Centers on Disabilities (AUCD) while providing technical assistance for a self-advocacy pilot grant project that was funded by the Administration on Intellectual and Developmental Disabilities (AIDD).
Across the nation and territories, AUCD network members and collaborators implement research based practices that impact lives and families regardless of ability, culture, age, language, or socio-economic background. This FY 2013 annual report reflects our network's on-going commitment to support and empower people with disabilities and their families to live meaningful lives; contribute to society; and to live, learn, work, and play in communities of their own choosing.
This paper promotes four core concepts that are essential to the development and implementation of effective transition plans and process: (1) Self-determination should be the foundation for transition planning; (2) Transition should be viewed through a cultural lens; (3) Interagency collaboration is essential to effective transition (4) Transition planning should include all the perspectives, disciplines, and organizations that will impact the transitioning student.
This paper was written for and by directors and staff UCEDDs and LENDs with the aim of promoting a dialogue among key stakeholders and facilitating their engagement in pursuing a more comprehensive, coordinated, supportive, and successful transition process for youth with disabilities from adolescence to young adulthood. See AUCD's press release for additional information.
The nation's 43 LEND programs, part of MCHB's Combating Autism Act Initiative (CAAI), are tasked with improving the lives of children who have or are at risk for autism and other developmental disabilities in part by promoting early screening, diagnostic evaluations, and interventions. For this infographic, AUCD examined data from the past four years of LEND CAAI activities in training the next generation or providers, training current professionals, screening and diagnosis of children, and disseminating publications and products.
Strategies to Incorporate the Voices of People with Significant Disabilities in UCEDD Information Gathering and Operations
This report provides tools and strategies on how to better attune to the viewpoints of people with most significant disabilities. The focus of the report is on the inclusion of people who have traditionally faced high barriers to participation, particularly given intellectual, communication, or behavioral challenges. Strategies for inclusion that focus on flexibility and finding new opportunities to listen, as well as the use of proxy respondents, are included.
The purpose of this publication is to enhance the knowledge and skills of professionals and graduate students who compete for federal grants. The material is designed for individuals with no or limited experience in seeking competitively-awarded, public funds from federal agencies. The multimedia module is self-instructional and allows a student or professional to work through the material at their own pace. It is most relevant to the fields of education, developmental disabilities, mental health, community psychology, and human and social services.
The Research to Practice in Self-Determination Series describes key issues in the field of developmental disabilities that can be enhanced by considering efforts to promote self-determination. Seven issues will be produced, each focusing on a specific topic: self-advocacy, health, employment, community services, aging, family support, and siblings.
The UCEDD Self-Determination Self-Assessment Checklist provides the UCEDD with a straightforward tool and process to determine the degree to which its policies, practices, and personnel, at a given point in time, are promoting self-determination for people with intellectual and developmental disabilities and their families.
AUCD envisions a future in which everyone, including people living with developmental and other disabilities, are fully integrated, participating members of their communities and in which culturally appropriate supports that lead to independence, productivity, and a satisfying quality of life are universally available across the life span. View our 2012 Network Report Infographic to learn about our accomplishments in education, research, services, technical assistance, training, and more.
In collaboration with the Developmental Disabilities network, self-advocates, and allies, a series of nine regional summits across the country were held in 2011-2012 to promote collaboration, planning, and recommendations at the state and national levels. This report summarizes the goals of the Self-Advocacy Summit Initiative and describes the planning, implementation, findings, outcomes, evaluation, and feedback of the events.
This report provides information about the availability of services and support for individuals with developmental disabilities (DD) and their families, the needs of DD tribal members and their families, and tribal members' familiarity and contact with the DD Network agencies.
The AUCD Trainee Handbook is intended to be used to support AUCD network trainees with a variety of learning goals. Created by AUCD and members of the National Training Directors Council, this document will provide a consistent approach to accessing information about the network, its history, our federal partners, and the rich resources available to trainees. This handbook is considered a supplement to Trainee Handbooks provided at local programs.
This report identifies policy and service delivery issues pertaining to older adults with developmental disabilities and their families and recommends opportunities to enhance collaboration among the aging, disability, and long-term care networks.
In collaboration with the Developmental Disabilities network, self-advocates, and allies, a series of five regional summits across the country were held in the spring of 2011 to promote collaboration, planning, and recommendations at the state and national levels. This report summarizes the goals of the Self-Advocacy Summit Initiative and describes the planning, implementation, findings, outcomes, evaluation, and feedback of the events.
Increasing Trainee Survey Responses: Best Practice Methods for Obtaining High Response Rates from Trainees
Obtaining high trainee response rates to the LEND and UCEDD 1, 5, and 10 year surveys can be difficult for programs to get. To assist Centers in potentially increasing their response rates, AUCD interviewed training directors and former trainees from the 5 UCEDDs and/or LENDs with the consistently highest response rates to understand their strategies for surveying former trainees. This report describes AUCD's interviews and the practices these Centers have found to be successful.
AUCD stands with its national network of member centers to promote initiatives that train leaders, aggregate critical resources, and disseminate practices and information that support people with disabilities-all so that they can live self-determined lives. Through partnerships and the coordinated efforts of professionals, family members, and self-advocates, AUCD has made a marked difference in the lives of people with disabilities and their families in 2011.
This guide provides a university search committee with an overview of the roles, functions, and expectations for the leadership of a UCEDD. It outlines the federal requirements for UCEDDs and UCEDD Directors, as well as best practices gleaned from across the UCEDD network in the process of selecting a new UCEDD Director. Appendices provide additional information on federal legislation, technical assistance resources available from AUCD, and Director job descriptions from other UCEDDs of various university administrative homes.
Over 110 AUCD trainees attended the 2011 Disability Policy Seminar. In order to capture the experience, the 2011 AUCD Virtual Trainee Suzanne Engel asked trainees in attendance to share their thoughts by responding to three sentence-starters: "At the DPS, I...," "On the Hill, I...," and "One thing I will bring back to my program is..." This publication includes trainees' responses to these sentence-starters and provides an overview of what was learned and the impact the DPS had on trainees.
This report provides an overview of the activities of the membership of the Association of University Centers on Disabilities (AUCD) and of the AUCD Central Office over the fiscal year, covering July 1, 2009 to June 30, 2010. Despite the economic challenges that we all face nationally and in our individual states, the network had a productive and noteworthy year. Interdisciplinary training, research, and technical assistance activities grew, even in this challenging environment.
While the concept of Interdisciplinary Training may appear reasonably straightforward, the operational mechanics of developing and running an Interdisciplinary Training Program can be quite challenging. This Guide, like those before it, provides a framework from which flexible and variable programs can operate to train future leaders in the field of developmental disabilities.
The ultimate goal of a medical home is to ensure better coordination of care, via participation of an interdisciplinary team, within the medical home. It is essential for LEND trainees to understand the core tenets of medical home and how they apply to their respective fields of expertise to ensure high-quality work as part of the medical home team.
This report provides data and information on work performed in FY2009 and the impact of that work on the lives of people with disabilities by AUCD and the three national networks it supports and represents.
The Association of University Centers on Disabilities (AUCD) is a membership organization comprised of three national networks of interdisciplinary, university-based Centers dedicated to research, education, leadership training, policy development, and direct service for people with disabilities, and related centers and entities. This report provides data and information on work performed in FY2007 and the impact of that work on the lives of people with disabilities by AUCD and the three national networks it supports and represents.
Competencies for LEND Family trainees, created in 2006.
The subsequent pages provide activities, resources, and suggestions to build the skills of LEND Health Administration trainees. LEND programs are encouraged to use the following competencies for both their HA trainees and their non-HA trainees.
Created by Family Faculty in 2006, this Guidebook describes Family Mentorship activities in MCHB LEND programs.
The Association of University Centers on Disabilities (AUCD) is a membership organization comprised of three national networks of interdisciplinary, university-based Centers dedicated to research, education, leadership training, policy development, and direct service for people with disabilities, and related centers and entities. This report provides data and information on work performed in FY2006 and the impact of that work on the lives of people with disabilities by AUCD and the three national networks it supports and represents.
Consumer Advisory Committees: Recommendations for Meaningful Participation of Individuals with Disabilities and Families
The Association of University Centers on Disabilities (AUCD) and its Council on Community Advocacy (COCA) collaborated on a participatory action research project exploring meaningful participation and effectiveness of Consumer Advisory Committees (CACs) at University Centers for Excellence in Developmental Disabilities (UCEDDs).
In the current environment, many contracts and grants are requiring documentation of activities concerning cultural competence and/or sensitivity, including self-assessments and training. Therefore, the purpose of the instrument is to assist organizations to assess their progress towards cultural competence, both at the organizational and individual level. Created by an AUCD workgroup in 2004.
A document created in 1987 by an AUCD (AAUAP) work group discussing the participation of the Health Administration discipline in training programs.