AUCD - Poster Symposium 2C - Cultural and Ethnic Diversity and Linguistic Competence, Ethics and Quality of Life, and Self-determination and Self-advocacy
<< Back to ProgramMonday, November 14, 2022 2:00 pm - 3:15 pm
Location: M2: Salon 2
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, 10-14 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 followed by brief introductions by presenters. Attendees will then be free to move around the room and connect with individual presenters for the remainder of the session. Attendees are welcome to move between symposia rooms and view posters on other topics. Conference posters will be available to view on the website and in the mobile app.
Presenters
A Different Medicine: Challenging Racial Health Disparities through a Social Work Lens within a Healthcare SettingPresenter(s)
Daphne Arnold, MSW, Co-Director and Social Work Faculty at UAB PPC, UAB PPCThis poster presentation details a small social work research pilot study conducted to address reducing racial health disparities within healthcare setting through a social work lens. The intervention strategy utilized cultural diversity education trainings (i.e., cultural awareness and unconscious bias training) in conjunction with the provision of historical context (i.e., tour of the Birmingham Civil Rights Institute) and a Debriefing Focus Group with UAB MCH LEND Trainees.
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Collaboration to Empower Every Learner
Presenter(s)
Shilo Goodhue, M.Ed, Early Childhood Educator, The University of Maine, Center for Community Inclusion, UCEDDA review of how two non-profit agencies in Maine are collaborating with the creators of Empower the Learner, a student advocacy program, to make the materials accessible to students who are more significantly impacted by disability.
The Self-Advocate Group: Promoting Support and Accessibility of the Self Advocate on the LEND Team
Presenter(s)
Kathryn Loukas, OTD, MS, OTR/L, FAOTA, Maine LEND Training Director (2023), The Maine LEND ProgramSelf-advocates are valued members of the LEND Team. There have been a number of suggested strategies to include self-advocates in the LEND process. This poster highlights strategies paired with a self-advocates group to support the self-advocate journey. Testimonials and description of the process will facilitate the use of a self-advocacy group to support current, engage former members active, and recruit new self-advocates in the LEND process.
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Racial and ethnic inequities related to COVID-19 in the IDD community in California: historical public data analysis
Presenter(s)
Olga Solomon, PhD, Research Scientist, Community Education Director, USC, Childrens Hospital, UCEDD/LENDWe analyze a California Department of Developmental Services historical data corpus reporting case incidence and prevalence by race / ethnicity, age, gender, and residence type in the 21 regional centers' catchment areas. We compare these data with the California and Los Angeles County Departments of Public Health. The strategies used by the regional centers to address the vaccination needs of their communities has a direct impact on pandemic-related health outcomes.
ASTEP Elevated: A "Grow Your Own" Leadership Development Pilot Project for College Students with and without ID/DD.
Presenter(s)
Tracey Olson, ASTEP Program Director, North Dakota Center for Persons with Disabilities, UCEDDThe ASTEP Elevated Project is an innovative "grow your own" model for advanced leadership development that includes opportunities for training, mentoring/case management, and service-learning. ASTEP Elevated will target college students with and without disabilities ages 18-26. The ASTEP Elevated Project addresses the gaps in self-advocacy and leadership development opportunities for college students with and without disabilities. This model can be replicated in other college programs.
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The Impact of Parental Attributions on Self-Determination in Autistic Young Adults
Presenter(s)
Gabriela Puma, M.S., , Waisman Center, UCEDD/LENDSelf-determination, one's ability to engage with their environment and make decisions, is critical to managing the expectations associated with young adulthood for autistic people. Caregivers can help foster self-determination by making informed attributions regarding employment and educational barriers. The current study aims to demonstrate this effect and guide future interventions for families with autistic young adults.
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Investigating exclusionary school discipline by race and disability in New Hampshire.
Presenter(s)
Suzanne Austin, MSW, , INACTIVE-Institute on Disability, UCEDDThe intersection of race and developmental disabilities makes it more likely that students will be excluded from educational environments and increases the risk of poor outcomes.
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Self-Identifying with Autism Through Narratives
Presenter(s)
Josephine Cuda, M.Ed., , Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LENDExamining autistic identity construction through the telling of narratives about self-diagnosis and disclosure of autism to others can contribute to the field of autism and diagnostic issues because it places the insider voice as the crux of meaningful analysis. Understanding how self-identified autistic adults construct identities related to autism can offer insight on how to better support this marginalized and often overlooked group for improved outcomes and well-being.
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Attitudes About Disability in Vermont
Presenter(s)
Jesse Suter, PhD, Director, Center on Disability & Community Inclusion, UCEDDVermont disability organizations worked together to learn what attitudes Vermonters have about disability. We added questions to a statewide survey. 632 adults completed the survey. Most Vermonters who completed the survey believed: * People with disabilities have a LOWER quality of life. * People with disabilities contribute EQUALLY to the labor force. * When students with and without disabilities are in class together ALL students benefit.
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Co-creating Equity: Culturally Responsive Angolan New Mainer Pod Model Childcare for an Inclusive, Healthy Community
Presenter(s)
Marnie Morneault, M.Ed, DEI Research Associate, The University of Maine, Center for Community Inclusion, UCEDDLewiston, Maine is home to multiple refugee groups, including the Angolan New Mainer community. This poster describes a project to support co-creation of culturally responsive inclusive childcare settings. Maine UCEDD staff worked within the Angolan community utilizing culturally humble techniques to identify drivers and barriers for creating care settings, constructed solutions to barriers within systems, and provided support for equitable childcare as a component of a healthy community.
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Addressing Barriers to the Use of Speech Therapy Services among Children with Developmental Delays
Presenter(s)
Mary Ann de Banate, MD, Developmental-Behavior Pediatrics Fellow, Rhode Island, LENDWhen a child is identified with speech and language delays, speech/language therapy (SLT) is often recommended to help promote a child's use and understanding of language. However, disparities exist among those who do and do not access services. Using parent-focused education videos, this project promotes health equity by focusing on cultural and linguistic barriers to the use of SLT services and helps increase access to rehabilitation services.
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Powered by People in PA: using peer-to-peer mentoring and supports brokers to increase health equity opportunities in self-direction
Presenter(s)
Jamie Ray-Leonetti, JD, Associate Director of Policy, UC-LENDAUCD conference attendees viewing this poster can expect to learn about the work of NCAPPS self-direction learning collaborative including 1. Strategies for developing supports broker competencies in Pennsylvania; 2. Plans to use supports brokers to identify natural supports to promote self-determination in healthcare and personal well-being activities, and 3. Development of a peer-to-peer mentoring program for people new to self-direction which may be replicated by other states.
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