COUNCIL ON LEADERSHIP IN ADVOCACY (COLA)
5/25/2023
Perspectives on the Implementation of Pre-ETS Services: Identification of barriers and facilitators to early career planning for youth with disabilities
There are differences between and within states in the delivery of Pre-Employment Transition Services (Pre-ETS) for students with significant disabilities early in their career planning process. This complicates the delivery of services for these youth with disabilities (YWD) and leaves gaps in communication between families, educators, and vocational rehabilitation (VR) counselors.
5/18/2023
Iowa Recognizes the 2023 Healy Award Winners
Each year, the Center for Disabilities and Development (CDD), Iowa's UCEDD, recognizes trainees from the Iowa LEND program with the Alfred Healy Leadership Award in Developmental Disabilities. The award is intended to nurture in the recipients a life-long commitment to leadership in developmental disabilities to carry on Dr. Healy's legacy for future generations. Dr. Healy's long-term leadership is still felt in the CDD clinics, the UCEDD and the Iowa LEND program. The Healy Award is intended to facilitate additional leadership development activities. This year's award winners are Laury Scheidler and Audrey Wood.
5/17/2023
A Qualitative Investigation on COVID-19 Vaccine Hesitancy in Neurodivergent Communities
Over the course of 2 years, the student led group, Neurodiversity Health Chats at UCLA has published their explorative work on vaccine hesitancy in the neurodivergent community!
5/17/2023
Vanderbilt Kennedy Center (TN IDDRC, UCEDD, LEND) Member Works to Improve Sleep Assessment in Down Syndrome Research
Vanderbilt Kennedy Center (VKC) member Sarika Peters, Ph.D., received a VKC Director's Strategic Priorities Grant to determine the feasibility of use of a wearable sensor to assess sleep in children (ages 4-10 years) with Down syndrome. Down syndrome is estimated to occur in 1 out of 700 babies and is associated with many co-occurring conditions including obstructive sleep apnea (OSA). OSA impacts between 50-79 percent of individuals with Down syndrome and the American Academy of Pediatrics recommends screening for OSA in children with Down syndrome starting at age 4.
5/16/2023
Aggie ACHIEVE Ring Day
On Friday, April 14 the seven juniors and four seniors from the Aggie ACHIEVE program received the first-ever Aggie ACHIEVE Rings in a ceremony at the Rec center at Texas A&M. The ACHIEVE Ring represents the students' dedication to excellence in their 4 year certificate program of Interdisciplinary Studies. We are so proud of each student's accomplishments!
5/15/2023
Autism and the Dysregulated Arousal System
By Rebecca Grzadzinski, Kattia Mata, and Jose Rodriguez-Romaguera, The Carolina Institute for Developmental Disabilities - UNC IDDRC
How do babies learn to be social? Babies are born into the world with so much to learn, from basic body movements to complex communication and interaction skills. Philosopher John Locke believed that babies are born into the world as "blank slates" (tabula rasas)-everything to learn will be gained from their environment and experience1. Indeed, environment and experience are critical for learning-studies on enriched environments highlight this. However, research continues to highlight the influence of inherent characteristics, underlying neurobiology and genetics on how and what we learn or know. Researchers aim to understand what and how we learn by studying the dynamic interplay between inherent biological traits, physiological states, and the environment.
5/3/2023
EDI-Self-Report (EDI-SR) Survey
The purpose of this new research study is to create a questionnaire known as the EDI-Self-Report (EDI-SR). This project is funded by the Eunice Shriver National Institute of Child Health & Human Development (NICHD). The EDI-SR was designed to measure emotional experiences in autistic teens and adults and teens and adults with other intellectual and developmental disabilities (IDD). This study is enrolling individuals ages 11 and older who are autistic or have an intellectual or developmental disability (IDD) and their parents/caregivers, as well as individuals without these diagnoses. Individuals must be current United States residents to participate.
4/25/2023
Sonoran Center Trains Students to Close Disability Care Gaps
Most people receive care from a variety of health professionals throughout their lives, including doctors, nurses, pharmacists, dietitians, people who run public health programs, and more. Unfortunately, not all of these professionals have experience providing care to people with disabilities. The Sonoran Center for Excellence in Disabilities in the Department of Family & Community Medicine in the College of Medicine - Tucson works to ensure that future health care providers are prepared for some of the unique challenges they may face.
4/14/2023
ME UCEDD Receives Nearly $500K Maine DHHS Grant to Help Adults with Disabilities
With a $499,970 grant from the Maine Department of Health and Human Services Office of Aging and Disability Services, the University of Maine Center for Community Inclusion and Disability Studies (ME UCEDD), will conduct a model demonstration project of intensive evidence-based behavioral intervention to help adults with disabilities who are currently subject to restrictive behavior management plans.
4/13/2023
Child Care Aware of Kentucky Block Project
It might be surprising to learn that one of the most powerful tools for teaching children during early development is the humble building block. And yet, according to Cynthia Willmarth, Early Education Quality Coach for Child Care Aware (CCA) of Kentucky at the University of Kentucky Human Development Institute (HDI), they can have a profound impact on children in their earliest years.
4/12/2023
Special Education Research & Bots Survey
Are you a researcher who studies services and/or supports for children/youth with disabilities? Have you conducted at least one online research survey anytime between January 2010 and today? Researchers from Coastal University and Vanderbilt University are recruiting participants for a research study to learn about your experiences conducting online surveys in special education and related fields, including any experiences you may or may not have had with online bots.
3/30/2023
New Publication: Cultural Humility and Cultural Brokering in Professional Training
Congratulations to Boston Children's Hospital LEND alumni Victoria Filingeri, Heather Mendez, and Alisa Ssu Yu Lin and their faculty mentors (Gyasi Burks-Abbott, Amy Szarkowski, and Jason Fogler) on the publication of their article in DDNJ: Cultural Humility and Cultural Brokering in Professional Training: Insights from People of Color (POC) and Persons with Disabilities (PWD).
3/28/2023
National Learning Academy Grand Opening
The Center on Community Living and Careers (CCLC) at Indiana University has launched the National Learning Academy (NLA), a virtual education community serving up comprehensive insight and practical employment applications from IIDC experts to a national audience.
3/23/2023
Apply Now! Become a 2023 Think College Policy Advocate!
Deadline: April 24, 2023
The Association of University Centers on Disability (AUCD) and Think College National Coordinating Center (NCC) are happy to announce this opportunity to learn and practice policy advocacy skills is once again available to students and staff of inclusive higher education programs. If you or someone you know works for or attends a postsecondary education program for students with intellectual disability, you can apply to be a Think College Policy Advocate (TCPA).
3/20/2023
Autistic, Not Sorry
Isabelle Morris (left) is a MN LEND fellow and autism researcher who describes herself as "unapologetically autistic." She's among a growing group of autistic researchers using their lived experience to shape the future of autism research.