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AUCD - Poster Symposium 15: Cultural & Ethnic Diversity & Linguistic Competence

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Tuesday, November 13, 2018 1:30 PM - 2:45 PM

Location: Congressional C

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday (this is new in 2018) in a series of Poster Symposia that run at the same time as concurrent sessions. During these 75 minute poster symposia, 12-15 posters on a similar theme will be grouped together in a room. Posters will be displayed on large boards and have a table underneath for accompanying materials. The session will be introduced by a moderator, poster authors will be asked to provide a very brief introduction of their poster, and then attendees will be free to move about the room to speak with poster presenters directly for the remainder of the session. Attendees are also welcome to move between symposia rooms and view posters on other topics. Conference posters submitted ahead of time are also avilable electronically in the conference app and linked below.

 


 

 




Presenters

Indians into Disability Studies Project
Rebecca Daigneault, MSW, Project Director, North Dakota Center for Persons with Disabilities, UCEDD
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The Indians into Disability Studies Project is a Minority Serving Institution Partnership Planning grant between the North Dakota Center for Persons with Disabilities and the Turtle Mountain Community College. The partners met quarterly to plan strategies for education of disabilities across the lifespan in a rural tribal community. Challenges, lessons learned, and sustainability will be discussed. This grant was funded by the AIDD, Administration for Community Living.

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Parental Impression of Cultural and Linguistic Competence in an Ethnically Diverse UCEDD Center
Diana Rodriguez, LMSW, Social Worker, Diversity Coordinator , Rose F. Kennedy Center, UCEDD/LEND
Diana Rodriguez, LMSW, Montefiore Medical Center, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Mayra Alvarez, Ph.D, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Maria Valicenti-McDermott, MD Developmental/Behavioral Pediatrician, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Rosa Seijo, MD Developmental/Behavioral Pediatrician , Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;

*Proposal: This study assessed parents� impressions of staff cultural and linguistic competence in 23 families who attend an urban, ethnically diverse center serving individuals with developmental disabilities, using cultural competency items from the Consumer Assessment of Healthcare Providers and Systems survey (English and Spanish). The majority of parents understood medical explanations and trusted their providers, but gaps were identified, especially in those using translation services.

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Promoting Diversity and Inclusion in Academic Medical Institutions
Suzannah Iadarola, PhD, Assistant Professor, Strong Center for Developmental Disabilities, UCEDD/LEND
Suzannah Iadarola, PhD, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND, Case Control;
Susan Hetherington, PhD, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;
Melissa, Pennise, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;
Kaitlyn, Richardson, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;
Valerie, Smith, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;
Jennifer, Ward, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;
Lynn, Cole, Rochester, NY, United States, NY - Strong Center for Developmental Disabilities, UCEDD/LEND;

This session describes the development and implementation of the Diversity and Inclusion Plan, a set of formalized processes, procedures, and strategies to support diversity and inclusion within an academic medical setting. Specific targets include increasing the hiring and retention of diverse employees, promoting a safe and positive culture of inclusion, and outlining educational expectations related to diversity issues. Challenges, successes, and next steps of this initiative will be discussed.

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Promoting Diversity and Equity through Interdisciplinary Disability Leadership Training
Sharon Milberger, ScD, Director, Developmental Disabilities Institute, UCEDD/LEND
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A framework emphasizing Leadership, Interdisciplinary practice, Family-centered, and Equity (L.I.F.E.) provides a foundation for all Michigan LEND (MI-LEND) activities. This session will focus on how Equity perspectives were embedded into the MI LEND didactic training, community and clinical experiences, discussions, and projects. Specific curriculum components will be described as well as the challenges related to teaching and measuring outcomes related to equity and diversity.

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Supporting Latino families of children with disabilities: Impacting outcomes
Maribel Hernandez, Community Outreach Specialist, UC Davis at the MIND Institute, UCEDD/LEND
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Family is the constant in the life of a child with a disability. It is essential that families have the help, support, and training they need to provide the best possible treatment and care so that their children reach their full potential and become active and valuable community members. Parents need this information and support from a trusted source and in a language they can understand.

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A culturally relevant program for combatting stigma and low access to services of Somali children with I/DD in Boston
Asha Abdullahi, , Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
Beverley Gilligan, Boston, MA, United States, MA - Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND;

My project was implemented to provide information and create awareness about Intellectual and Developmental Disabilities (I/DD) while developing parent groups to share stories and support each other. The goal was to encourage early identification of child development issues, and highlight the importance of timely access to services. The result was to change cultural perceptions and alleviate stigma and discrimination in the Somali community in Boston.

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Training Spanish interpreters on intersections between Latinx culture and disability self-advocacy
Jeiri Flores, , Strong Center for Developmental Disabilities, UCEDD/LEND
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We will describe a 4-hour training curriculum created and delivered to Spanish interpreters. In addition to learning about the project, participants will explore values of Latinx and disability cultures, and how these values simultaneously act as facilitators and barriers for Latinx people with disabilities. We will discuss intersectional topics including: language of advocacy, the balance between independence and familial involvement for Latinx people with disabilities, and health disparities.

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The Need for Culturally Competent Service Provision for children with Autism Spectrum Disorder
Kahyah Pinkman, , Interdisciplinary Human Development Institute, UCEDD
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Little research has focused on the need for cultural competency training and services for autism service providers. Autism service providers need to be culturally competent in order to render the best services for those culturally diverse children with Autism. This literature review examined the extent to which cultural competence training and interventions have been utilized for rendering services to African American children with ASD and their effectiveness.

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Improving the Access to Assistive Technology in Latino Communities: A Community-based Intervention.
Angelica Martinez, MPH, , Institute on Disability & Human Development, UCEDD/LEND
Gabriel Anzueto, M.D., Chicago, IL, United States, IL - Institute on Disability & Human Development, UCEDD/LEND;
Ellyn McNamara, MS, CCC-SLP, Chicago, IL, United States, IL - Institute on Disability & Human Development, UCEDD/LEND;
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Overall, Latinos experience disparities when trying to access assistive technology (AT) services/resources. The majority of the information regarding AT is mainly available in English or is not culturally relevant. To address this gap and disseminate relevant information of AT among Latinos, we conducted a series of community-based bilingual educational workshops for Latinos with disabilities (LWDs) and families of individuals with disabilities.

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Effective Strategies for Communicating with Immigrant Families Raising Children with Disabilities
Payton Aldridge, B.S., Law trainee, Kennedy Krieger Institute, UCEDD/LEND
Alyssa Navarrete, Esq., Baltimore, MD, United States;
Maureen van Stone, Esq., Baltimore, MD, United States;

Immigrant parents face unique challenges when trying to navigate the special education system for their child with a disability. This study aims to identify the main barriers immigrant parents face to understanding and implementing special education plans for their children, and strategies for bridging these barriers.

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Building Cultural Competency of Allied Health Professionals to Optimally Serve African American Individuals Affected by Intellectual and Developmental Disabilities
Janae Llopis, M.S., M.A., , Louisiana State University Human Development Center - New Orleans, UCEDD/LEND
Christoph Leonhard, Ph.D., ABPP, The Chicago School of Professional Psychology at Xavier University of Louisiana, New Orleans, LA, United States, LA - Louisiana State University Human Development Center - New Orleans, UCEDD/LEND;

This program presents a brief training to build cultural competency in providers? knowledge, awareness, sensitivity, and skills in serving African American families affected by Intellectual and Developmental Disabilities (IDDs). The workshop is designed to readily integrate into existing training curricula and emphasize active participant engagement. Similar workshops have been shown to improve key aspects of cultural competence.

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Initial and Sustained Engagement of Latina Mothers in Legacy for Children: A Group-Based Parenting Program
Angela Harnden, PhD, Dr., Center for Learning and Leadership, UCEDD/LEND
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Legacy for Children� (Legacy) is an evidence-based group parenting program to improve child health and development by strengthening the parent-child relationship, promoting maternal self-confidence and strengthening mothers� social support among low-income families. ). The goal of the study was to examine the process and strategies for initial and sustained engagement of mothers in the Legacy program.

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Deaf-Blindness by the Numbers
Michael Norman, Ph.D, Director, LA Deafblind Project, Louisiana State University Human Development Center - New Orleans, UCEDD/LEND
Michael norman, Ph.D., New Orleans, LA, United States, LA - Louisiana State University Human Development Center - New Orleans, UCEDD/LEND;
Rose Angelocci, Ph.D., New Orleans, LA, United States, LA - Louisiana State University Human Development Center - New Orleans, UCEDD/LEND;
Julie Durando, Ed.D., Richmond, VA, United States, VA - Partnership for People with Disabilities, UCEDD/LEND;
Rose Moehring, M.A., Sioux Falls, SD, SD - Center for Disabilities, UCEDD/LEND;

The U.S. Department of Education funds technical assistance and dissemination projects in all states and territories directed to support individuals with dual sensory losses. The ethnic, cultural, geographic and population density diversity of the U.S. results in significantly unique statewide populations of individual with deafblindness. This presentation will illustrate how these points of diversity influence the identification and support provided to this population.

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Strengthening diversity in the Alaska LEND Program: Engaging faculty from rural Alaska
Virginia Miller, DrPH, MS, MPH, LEND Training Director, Center for Human Development, UCEDD/LEND
Karen Ward, EdD, Anchorage, AK, United States, AK - Center for Human Development, UCEDD/LEND;

This presentation will describe efforts of the Alaska LEND Program to strengthen diversity in all program components. One initiative entailed the recruitment of an adjunct faculty member of Alaska Native heritage from a rural community. The faculty member leads the faculty and Fellows in multiple ways including ensuring the integration of cultural and linguistic competence and developing strategies to improve the recruitment and retention of diverse faculty and Fellows.

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UCEDD Summer Internship Program: A Diversity-Focused Training Curriculum
Hannah Sanford-Keller, MS, CCC-SLP, Assistant Professor, Speech-Language Pathologist, Oregon Institute on Development & Disability, UCEDD/LEND
Bethany Sloane, DPT, Portland, OR, United States, OR - Oregon Institute on Development & Disability, UCEDD/LEND;
Lindsay Sauve, MPH, Portland, OR, United States;

The University Center for Excellence in Developmental Disabilities at Oregon Health & Science University hosts 8 students every summer for a unique, 8-week training experience. This poster presentation will outline recruitment efforts, established curriculum, and experiences of the center's first two interns with an emphasis on increasing cultural and linguistic competency in healthcare organizations.

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Speak "We" First: Developing a Center-wide Language Access Plan
Nicholas Larson, MA, Be, Center for Excellence in Disabilities, UCEDD/LEND
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Providers receiving any federal financial assistance must ensure language access for all. One of the ways providers can ensure this is in the creation, support, and execution of a comprehensive language access plan. This presentation details the efforts of one UCEDD to update and consolidate elements of its plan as part of the Center's ongoing cultural and linguistic competency (CLC) initiatives.

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Cultural brokering intervention for culturally diverse families of children with disabilities: Practice and outcomes
Yali Pang, PhD candidate, Diversity Fellow (current trainee), Partnership for People with Disabilities, UCEDD/LEND
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Aiming to better understand the needs of culturally diverse families, the Virginia UCEDD's trainee furthered a study on the cultural brokering model embedded in the Parent to Parent Model. This presentation highlights the practice and utility of a cultural brokering intervention for diverse families of children with disabilities and outcomes of this intervention. This study will provide framework and evidence for UCEDDs and other service agencies implementing this intervention.

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