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AUCD - Poster Symposium 6A: Diversity Fellows

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Tuesday, November 19, 2019 3:00 PM - 4:15 PM

Location: Congressional A

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.


Improving Early Intervention services to accommodate literacy needs of parents
Chioma Oruh, Ph.D., Diversity Fellow, Georgetown University Center for Child & Human Development, UCEDD

This research project examines accommodations offered to parents with low literacy and their experiences with receiving early intervention services via Strong Start and transition to Part-B services Early Stages in Washington, DC.

Families of School Age Children with Disabilities - Financial Stress and Resilience
Rasheeda Alford, UCEDD Diversity fellow, Institute on Human Development and Disability, UCEDD

Research findings from a study focusing on finance-related stress and coping of American families who have a school age child with significant disabilities and have limited financial resources.

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A course on the Intersectionality of Disability, American Indians and Rurality
Salena Hill, MA, Diversity Fellow, University of Montana Rural Institute, UCEDD

This poster session examines the intersectionality of disability, race and rurality in a public health setting. American Indians with disability often reside in rural, isolated settings and experience worse health outcomes compared to American Indians without disability and their Caucasian counterparts with disability. Presenters will share their course development project addressing the unique issues surrounding this population. This course development initiative is funded by the AUCD Diversity Fellowship Project.

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Lessons from Somali and Latinx Diversity & Disability Fellows in Minnesota
Jennifer Hall-Lande, PhD, Researcher/Psychologist, Institute on Community Integration, UCEDD/LEND

Diversity fellows from Latinx and Somali backgrounds have been working to integrate people with disabilities more into their communities. La Red, a Latinx parent group and Somali Duksi teachers have been working on improving community inclusion in their work for people with disabilities.

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Perceptions of Child Development Among Members of a Black Church Community
Dejeunee Ashby, MD, , USC, Childrens Hospital, UCEDD/LEND

There are racial disparities in autism spectrum disorder (ASD) diagnoses. Caucasian children are diagnosed with ASD 20% more often than African American children, but the reasons for this are poorly understood. Through a community-partnered participatory model with Black Los Angeles churches and organizations, the study aims to explore African Americans' knowledge and perceptions of autism behaviors.

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Asset-Based Community Development in Underserved Communities
Mariana Ortiz, Diversity Fellow, Center for Leadership in Disability at Georgia State University, UCEDD/LEND

This project focuses on the effective communication and using an asset-based approach when supporting under-served communities. This paper describes one organization�s engagement with Latino communities with disabilities in Georgia. The focus of the community engagement was on increasing awareness and knowledge about how to support youth with co-occurring developmental disabilities and mental health disorders in Spanish-speaking communities.

Addressing Disability Gaps and Barriers Among Iowa's Congolese Refugees
Julia Ganda, Social Work, Diversity Fellowship, Center for Disabilities and Development, UCEDD/LEND

This project will conduct sharing circles and focus groups as a strategy to collect qualitative data on people's perceptions on disabilities and make recommendations to address barriers and gaps that may prevent Congolese refugees from seeking disability services. I will share my experiences and lessons learned from the research, focus groups, and overall process with the disability and public health communities.

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Supporting Refugees with Disabilities to Resettle in the Greater Cincinnati Area: UCCEDD�s Diversity Fellowship
semhare gebre, , University of Cincinnati UCE, UCEDD/LEND

The University of Cincinnati Center for Excellence in Developmental Disabilities (UCCEDD) Diversity Fellowship utilizes community collaborations and experiential learning opportunities to improve outcomes for refugees with disabilities. In a partnership with the community organization Refugee Connect, UCCEDD�s Diversity Fellow provided direct case management to refugees in the Cincinnati area to connect them to disability-related supports. The fellowship also produced a toolkit to share lessons learned in supporting this population.

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Make Room for the Stars: Disability Inclusive Theater Arts in Iowa
Jorrell Watkins, MFA Creative Writing, , Center for Disabilities and Development, UCEDD/LEND

A narrative pictorial-timeline of the research, process, and development of a new, disability inclusive play for theater. Topics include: disability in the workforce, transition from incarceration/subminimum waged employment into fair employment.

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Enhancing Cultural & Linguistic Competence: Results of Sonoran UCEDD Demographic Data Collection Pilot
Graciela Olivas, BS, Diversity Fellow & Trainee, Sonoran UCEDD

A cultural and linguistic competence (CLC) self-assessment revealed a need to implement consistent demographic data collection for monitoring the Sonoran UCEDD�s performance in serving Arizona�s diverse communities. A formal process, policy, and instrument for collecting race, ethnic, language, sexual and gender identity, and disability data were developed and piloted. This presentation discusses the preliminary findings of this pilot and the implications of these results on future work to enhance inclusiveness.

Evaluating a Mental Health Youth Outreach Program�s Instructional Effectiveness
Victor Paat, BS in Neuroscience and Cognitive Science, Trainee, Sonoran UCEDD

Students are faced with significant mental health challenges. NAMI has implemented a youth education program. The amount of content provided by the program is sufficient, but the retention of content by the audience determines benefit. This project utilized Bloom�s taxonomy as a pedagogical framework to assess the efficacy of the instructional process. Specifics of the evaluation tool�s development and applications of this process to other educational programs will be discussed.

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