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posted 07/08/2020
contact AUCD
This document briefly describes the major challenges associated with the inclusion and support of people with disabilities in the interdisciplinary training context, offers strategies that programs are currently implementing to address the identified challenges, and identifies some of the themes that emerged from successful LEND programs' experiences across four topic areas.
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posted 07/09/2020
contact Washington LEND
The UWLEND built on its previously successful application of a Self Advocate LTT experience, by creating an optional second year Senior LEND Advocate position, an Advocate Faculty track, an Advocate Ally position, and an Advocate Discipline Leader position to enhance its workforce toward purposeful inclusion and support of individuals with ASD/DD in leadership and decision-making roles, including preparation for Board and Advisory Council positions.
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posted 07/09/2020
contact LoneStar LEND
Revise its current curriculum to support the inclusion of trainees with disabilities, launching a targeted marketing strategy that involves partnerships with local organizations and laying the groundwork for a Community Advisory Board that represents the full range of program stakeholders.
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posted 07/09/2020
contact Georgia LEND
Work with a Universal Design for Learning (UDL) consultant to develop a program curriculum that is accessible to all learners and that increases the inclusiveness of accommodations which may be provided to support trainees with additional needs, such as those with intellectual or developmental disabilities.
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posted 07/09/2020
contact NM LEND
Our project intended to increase diversity among PacWest LEND trainees and faculty from diverse racial and ethnic groups by leveraging a train-the-trainer model to increase mentorship capacity of racially and ethnically diverse faculty who then supported the leadership and success of racially and ethnically diverse trainees.