Conference Header
Conference Header

AUCD - Posters: Racial, Ethnic & Cultural Diversity and Cultural & Linguistic Competence

<< Back to Program

Monday, December 7, 2020 12:00 PM - 4:45 PM

Location: Virtual


Closing the Health and Education Equity Gaps for People with Disabilities: A Community Scholars Diversity Pipeline.


Laura Rodriguez, M.A.Ed., Training Director, Florida Center for Inclusive Communities, UCEDD

Community Scholars is part of a diversity pipeline program that recruits youth with disabilities to engage in paid on-the-job training with Florida Center for Inclusive Communities. Community Scholars are trainees and receive mentoring, development of fundamental competencies, career coaching, individualized career development, and self-advocacy training. Through the experience, community scholars gain skills that can lead to gainful employment and are also introduced to post-secondary education as a next step possibility.

The Impact of Current U.S. Immigration Policies on Individuals with Disabilities and Their Families


Carolyn Coe, MA, , The Maine LEND Program

An investigation of current U.S. immigration policies reveals a pattern of anti-immigrant rhetoric, rules, and procedures, which has created toxic stress for immigrants and immigrants with disabilities, and a lack of protections for people fleeing persecution. The two U.S. policies under focus are the Public Charge rule and Remain in Mexico, officially known as the Migrant Protection Protocols. (Liberal Studies, Disability Studies, Political Science)

Assessing Cultural and Linguistic Competency of a Disability Organization: Clients' and Caregivers' Perspectives


Jenean Castillo, PhD, LEND Program Director, Westchester Institute for Human Development, UCEDD/LEND

The current project is aimed to assess organizational cultural and linguistic competence from the perspective of stakeholders to advance efforts to reduce health disparities and promote health equity for individuals with intellectual and developmental disabilities and their families. This project is intended to inform strategic approach to planning for and incorporating cultural and linguistic competency throughout every aspect of the organizations 'functions.

Dangerous hands: Policing Black behavior while autistic


Elizabeth Drame, , Waisman Center, UCEDD/LEND

The rising prevalence of ASD increases the likelihood that individuals with ASD will be in contact with law enforcement. This increased likelihood of police encounters is problematic when race is considered. We explore Black parents' perspectives on challenges with policing Black children.

Implementation and Findings from an Organizational Assessment on Cultural and Linguistic Competence in a Medical Center


Suzannah Iadarola, , Strong Center for Developmental Disabilities, UCEDD/LEND

Structured and regular assessment of organizational culture, policies, and practices for supporting cultural and linguistic competence (CLC) are critical to hold those organizations accountable. We describe the process and findings from an organizational assessment conducted within the division of Developmental and Behavioral Pediatrics at a large medical center. A mixed-methods, community partnered approach was used. We discuss the findings from our four assessment phases and proposed next steps.

Title of Presentation: Experiences of Immigrant Families during COVID-19


Diana Rodriguez, LMSW, Social Worker, Rose F. Kennedy Center, UCEDD/LEND

This poster presentation describes the experiences of Spanish-speaking immigrant families in the Bronx, New York during the 2020 COVID-19 pandemic. A semi-structured, open format group session was conducted among multiple families who were impacted by COVID-19. Common concerns that emerged were health disparities, limited access to medical care and interpretation services, and fear of healthcare utilization due to immigration status.

Appreciating our Differences: Cultural Diversity Training for Health Professionals


Diana Rodriguez, LMSW, Social Worker, Rose F. Kennedy Center, UCEDD/LEND

The poster presentation provides an overview of a cultural competency training for employees and trainees in an interdisciplinary pediatric and adult outpatient facility for persons with I/DD in the Bronx, New York. In this presentation, we will describe the cultural diversity training curriculum and feedback from training participants. This may be of interests to health professionals who would like to enhance cultural competency among staff at their present institution.

Culturally Responsive Family Engagement Training for Special Education Professionals


Kristy Leader, M.S.Ed, Family and Community Educator, Westchester Institute for Human Development, UCEDD/LEND

Our workshop provides training for school professionals that supports participants in developing a deeper understanding of the implication of culture in work with families, examine their own biases, identify how cultural differences lead to disproportionality in school practice particularly in disciplinary suspensions and over-referral of students to special education. We support professionals in identifying action steps to create more culturally responsive, anti-bias environments for students and families.

Understanding the Cultural Congruency of a Community-Based Parenting Program for Latina Mothers: From a Qualitative Perspective


Angela Harnden, PhD, Director of Data and Outcomes, Center for Learning and Leadership, UCEDD/LEND

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 current study focuses on a community-based program, Legacy that was culturally enhanced for Latina mothers known as Legacy Spanish.

Autism in Africa: A Telehealth Project


Qixuan Hazel Goh, BA Psychology, , LoneStar, LEND

This study describes a three-step model in which therapists provided services to families of children with autism in Africa. First, using a needs assessment with caregivers from 23 African countries, available services were identified. Next, communities were informed about autism, the diagnosis process, and possible interventions through multiple online presentations. Lastly, three families received direct caregiver training via telehealth for their children. Outcomes indicated that all participants mastered their goals.