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AUCD - Poster Symposium 3B: Diversity Topics

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Monday, November 18, 2019 3:30 PM - 4:45 PM

Location: Congressional B

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday 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 available electronically in the conference app and linked below.




Presenters

Advocating for Student Access on WVU Campus
Mustafa Rfat, MSW/MPA, LEND Trainee , Center for Excellence in Disabilities, UCEDD/LEND

People with disabilities have a difficult time when starting college due to the lack of accessibility doors, ramps, and awareness. Therefore, a student-based approach to minimize these challenges is necessary. During this fellowship, I visited colleges within West Virginia University and pointed out the needs of people with disabilities on campus. I would like to present my experience and encourage others to adopt similar programs to make universities more accessible.

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Promotores de Salud: Perceptions about cultural appropriateness and usefulness of the "Autism Promotor Manual"
Molly Sawyer, MSEd, Family Faculty, University of Cincinnati UCE, UCEDD/LEND

This project allowed collaboration between medical providers and Latino community members (Promotores) in Cincinnati, Ohio to increase awareness of early identification signs of Autism Spectrum Disorder using the 'Autism Promotor Manual'. Promotores provided feedback regarding the cultural appropriateness of training materials via a focus group for further adaptation of the training curriculum.

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Assessing Cultural and Linguistic Competency of a Disability Organization
Jenean Castillo, PhD, , Westchester Institute for Human Development, UCEDD/LEND

This project is intended to inform organizational efforts to enhance cultural and linguistic competency by identifying strengths and areas for growth to reduce health disparities and promote health equity for individuals with I/DD and their families through an assessment that includes staff, interns, volunteers, board members and community stakeholders. The results have helped to inform strategic efforts to advance a culturally and linguistically competent organization.

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Infusing Cultural Competence Training into Disability Leadership Programs: Perceptions and Recommendations
Emily Graybill, PhD, NCSP, Associate Director, Center for Leadership in Disability at Georgia State University, UCEDD/LEND

Cultural competence training has become an increasingly recommended component of workforce development. The current study examines data from a national survey of interdisciplinary trainees and faculty from a year-long graduate-level leadership program. The results suggested that the leadership program included a range of cultural competence content and instructional methods, and that participants desired more content than they received.


Integrating best practices of cultural diversity and linguistic accessibility into an employment training program for young people with disabilities
Jacy Farkas, MA, ABD, Training Director, Sonoran UCEDD

Utilizing technical assistance through the AUCD �Embedding Cultural Diversity and Cultural and Linguistic Competence (CLC)� project, the Sonoran UCEDD evaluated Project SEARCH Arizona curricula to assess current practices and identify areas needing development to improve CLC of the program. A multi-level plan addressing CLC training, curricula, practice and policy across all Project SEARCH Arizona stakeholders was developed. Plan implementation and process utilization for other Sonoran UCEDD programming will be discussed.

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Partnership of NH-ME LEND and New Mainers Public Health Initiative to offer training experiences with culturally and linguistically diverse populations.
Susan Russell, MS, Associate Director, The University of Maine, Center for Community Inclusion, UCEDD

With support from a Focused Assistance to Support Training Project (FAST) grant, the NH-ME LEND partnered with New Mainers Public Health Initiative (NMPHI) in Lewiston, Maine, to build the LEND's capacity to offer training or fieldwork experiences with culturally and linguistically diverse populations. Lewiston is Maine's second largest city and a secondary resettlement area for Somali refugees. NMPHI served as a translator for and cultural broker with the Somali families.

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A Bilingual Webpage Resource for Diverse Rural Families in the NICU
Megan Trout, M.S. Clinical Speech-Language Pathology, , The University of Arizona, LEND

ArizonaLEND trainees collaborated with Flagstaff Medical Center�s Special Care Nursery in order to create an accessible webpage with bilingual resources (English and Spanish) for culturally and linguistically diverse, rural families in the geographic region. The bilingual webpage provides: logistical information specific to the region (lodging, child-care, and� transportation); resources to address the family�s personal experiences during and after their infant�s hospitalization; and glossary terms in English and Spanish

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Conducting an Organizational Assessment of Diversity and Inclusion
Jennifer Ward, MS, Project Coordinator, Strong Center for Developmental Disabilities, UCEDD/LEND

The Strong Center for Developmental Disabilities (SCDD) is conducting an assessment to provide analysis on the degree to which SCDD is addressing the preferences and needs of culturally and linguistically diverse populations, in addition to better understanding the workplace culture and environment as it relates to diversity and inclusion.

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Changing the way we reach and support Latino/Hispanic families having children with disabilities
Jessica Gutierrez, Bachelor of science, CPH student, Parent Resource coordinator, Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND

Families of children from minority populations experience health disparities. Information from the Family Care Enhancement Project ?which places Family Navigators in clinic locations across the state of Nebraska to connect families to Early Intervention programs, medical and educational services and connect them to community resources. Learn about common referrals made to community resources across Hispanic; non-Hispanic, non-white; and white populations. Strategies used to overcome common barriers.

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Single parent household: Parental Impression of Cultural Competence in an Ethnically Diverse UCEDD Center
Diana Rodriguez, LMSW, Appreciating our Differences: Cultural Diversity T, Rose F. Kennedy Center, UCEDD/LEND

This study assessed perceptions of staff cultural sensitivity in 31 families who attended a workshop in an urban/ethnically diverse center that serves individuals with developmental disabilities. The study focused on a vulnerable group, single parent households. We found that the majority of parents understood medical explanations and trusted their providers. In order to build a culturally competent workforce, more understanding of cultural context of the target community is needed.

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Supporting Transgender Patients with Neurodevelopmental Disabilities
Sarah Girresch-Ward, Ph.D., , Schiefelbusch Institute for Life Span Studies, UCEDD/LEND

This poster presentation will share the results of a LEND research project aimed to improve medical and mental health care experiences for transgender patients with neurodevelopmental disabilities. Specifically, this presentation will highlight the researchers� efforts to understand gender identity data collected in the electronic medical record, the prevalence of gender variance among patients with neurodevelopmental disabilities, and comfort and knowledge levels among care providers working with this unique population.

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Family Mentor Partner (FMP) Program: Culturally Responsive Strategies to Building Resilience and Support for Chinese and Latino Families
Olivia Raynor, Ph.D., Director, Tarjan Center UCLA, UCEDD

The FMP program is led by and for Chinese and Latino families who are experiencing barriers accessing developmental disabilities (DD) services in California. FMP addresses the cultural values and linguistic needs of families while preparing them to establish goals, identify community supports, and navigate the DD system. We will describe the cultural adaptation and use of the Charting the LifeCourse Framework and stress and resilience strategies to support families.


Special Education Training and Development for Spanish Speaking Parents/Families
Luarben Bencosme, MSEd, Biligual Outreach Coordinator, Westchester Institute for Human Development, UCEDD/LEND

A training was developed to offer support and resources to Spanish speaking families with children with ASD. This population continues to grow and families face many challenges including timely diagnosis, access and services. Through small group training facilitated by bilingual and bicultural trainers, Spanish speaking participants learned strategies and gained resources to actively participate in their child�s educational program and other activities that promote healthy and meaningful lives.