The UCEDD Resource Center (URC) web site provides University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDDs) with up to date information that will support the implementation of the OIDD core grant. This web site is supported through OIDD's contract with AUCD to provide technical assistance to the national network of UCEDDs.
In the beginning of the COVID-19 vaccination rollout, there was a big push to increase access to vaccines. In Alaska, a group of organizations came together and formed the Alaska COVID-19 Vaccine Accessibility Partnership. This group focused on vaccine access for individuals with disabilities, completing projects and sharing information to better serve the needs of all Alaskans. This partnership was facilitated by Sondra LeClair, Community Services Director with the University of Alaska Anchorage, Center for Human Development (UAA CHD). The Partnership took on two major projects. The first project focused on the development and distribution of a survey by UAA CHD with input from individuals with disabilities as well as their support systems.
UCEDD Success Stories - Center for Excellence in Developmental Disabilities at the UC Davis MIND Institute
The Child Life Team at the UC Davis MIND Institute had a goal to provide COVID vaccinations to vaccine hesitant individuals with disabilities who had previously experienced medical trauma, while providing informed training to medical staff. This initiative has transformed what we initially would think of as your standard vaccine clinic into a reimagining of what these clinics can and should be. The clinic was designed by Erin Roseborough and Veronica Tuss, certified Child Life Specialists at the UC Davis MIND Institute, who partnered with family navigators. Standard large vaccine clinics can be loud and overwhelming which the team found were not a good fit for many vaccine hesitant individuals. Through this new clinic, they wanted to create a clear understanding of what accommodations can be made to modify the environment to make these procedures more successful for neurodivergent individuals and their families.
The Transition AHEAD Roundtable is a day-long, one-on-one set of activities. It is designed to purposefully engage both the young adult and their family in collaborative activities with Sonoran UCEDD staff and staff from outside agencies and organizations. In a holistic manner, the Roundtable addresses five key areas: Employment, Healthcare, Education & Training, Relationships and Community, and Independent Living. Importantly, this busy day culminates in a brief Roundtable presentation led by the young adult about what they have identified as their strengths, as well as key goals and meaningful supports they want in order to achieve their desired level of independence.
Highlighting Social Skills Groups and SibShop Integration.
The Transition Exploration Study funded by the AZ Developmental Disabilities Planning Council, focused on completing a statewide assessment of the current state of transition services in Arizona to identify exemplary practices, areas of need, and recommendations for improving post-school employment rates for youth with disabilities. A comprehensive qualitative and quantitative approach was utilized to gather information from multiple stakeholders involved with transition services for the purpose of contributing to data-informed policy and programmatic decision-making.
AUCD's UCEDD Resource Center (URC) is seeking a consultant with evaluation expertise to help update the current evaluation process to reflect new requirements in a newly-awarded 5-year contract and evaluate the impact of the URC's work in equity, diversity, and inclusion.
Deadline to submit a proposal: March 21st, 2022
The UCEDD Resource Center (URC) launched a multi-pronged technical assistance initiative to support UCEDDs in implementing the Equity, Diversity, and Inclusion Action Plan. In continuation of this initiative, the URC is seeking applications from UCEDD leaders across the AUCD network to serve as Equity, Diversity, and Inclusion coaches. Coaches may provide individualized coaching to network members, respond to rapid response requests, and support implementation of the technical assistance initiative by presenting at webinars and supporting content of the ED&I Action Plan Implementation groups.
In 2020-2021, the UCEDD Resource Center (URC) accomplished all our goals from the prior year. The first full year of website analytics data from all three URC websites has been leveraged for strategic decision-making. An accessibility evaluation for online communications was completed in August 2021 and will inform improvements to be implemented in the coming year. The global survey was adapted into Spanish and plain language to ensure linguistic accessibility in our data collection process.
AUCD is excited to launch the Equity, Diversity, and Inclusion Hub. This new hub expands the former Diversity & Inclusion Toolkit, to now host a broad array of existing resources related to equity, diversity, inclusion, and cultural and linguistic competence. The hub includes a new Resource Crosswalk as well as episodes from AUCD's new podcast, AUCD Network Narratives: Real Stories from our Members.
We are excited to announce the AUCD Emerging Leaders Interns for the 2021-2022 training year! These trainees will serve as visible ambassadors to the broader AUCD network, interacting with AUCD staff at all levels and the AUCD Board of Directors' Emerging Leaders Representative.
This new report explores the relationships between UCEDDS and their home university by analyzing responses to a fall 2020 survey on UCEDD-university relationships and shared Memorandums of Understanding (MOUs) or other official agreements. It explores commonalities and unique features of these relationships and offers some guidance for UCEDDs revisiting their agreements or relationships.
Free Individualized Coaching is available for UCEDD members on Implementing the Equity, Diversity, and Inclusion Action Plan. Meet the coaches and sign up for a free coaching session.
Deadline to submit a proposal: May 26, 2021.
The UCEDD Resource Center (URC) is seeking consultation to develop a UCEDD Network Leadership Development Map ("Map") and TA plan. The Map will provide UCEDD network members with concrete information about the knowledge, skills, and abilities that they need to advance their careers within the UCEDD network and about existing strategies, resources, and opportunities to acquire those knowledge, skills, and abilities. The TA plan will identify gaps in the UCEDD network career pathways and provide the URC with recommended activities to address those gaps. Both documents will specifically attend to the unique needs of the network and network members to enhance career opportunities for individuals from historically underrepresented communities.
Bronx UCEDD Publishes Mapping of ASD Rates in Children by Language and Socio-Demographics in NY State
The Rose F Kennedy UCEDD's Research Coordinator, Ms. Katie McGrath, MSW, 'ABD' led this spatial analysis of data from the NY State Department of Education. In contrast to prior research on ASD prevalence, school districts with higher proportions of Black and Hispanic students had the highest rates of ASD.
Two U.S. Department of Education, Office of Special Education Programs (OSEP) national technical assistance centers --TIES Center and the National Center on Educational Outcomes (NCEO)-- of the Institute on Community Integration (UCEDD) at the University of Minnesota have jointly created a video series addressing how parents of students with significant cognitive disabilities can support their child's learning at home during distance learning brought about by COVID 19. The first four videos in an eleven part series are available to share with parents.
The University Center for Excellence in Developmental Disabilities at the Oregon Health & Science University is excited to share a recently created series of 4 animated video modules on Telehealth. They were designed for adults with I/DD and, more specifically, for people who use communication supports. They would also be appropriate for kids (and families), and individuals who experience cognitive or language or literacy challenges.
To better quantify the prevalence of autism across Minnesota, investigators at University of Minnesota's Institute on Community Integration (MN UCEDD) will tap into large statewide education and social services databases under a new grant from the Centers for Disease Control and Prevention (CDC).
Members of the Kennedy Krieger Institute UCEDD were part of a team effort to research the effects of the pandemic on people with autism and to communicate coronavirus-related information this year. The Autism Research and Engagement Core of Kennedy Krieger's Maryland Center for Developmental Disabilities is working with SPARK, the nation's largest autism research study.
We are excited to announce the AUCD Emerging Leaders Interns for the 2020-2021 training year. These trainees will serve as visible ambassadors to the broader AUCD network, interacting with AUCD staff at all levels and the AUCD Board of Directors' Emerging Leaders Representative.
The U.S. Department of Education's Office of Postsecondary Education, Higher Education Programs is currently recruiting peer reviewers to evaluate applications for the fiscal year (FY) 2020 Model Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program.
The Munroe-Meyer Institute University Center of Excellence for Developmental Disabilities program (MMI UCEDD) has hosted Disability Leadership training series across the state, including the communities of Omaha, Scottsbluff, Norfolk, Kearney and Grand Island. This training series is a partnership between UNMC Munroe-Meyer Institute University Center of Excellence for Developmental Disabilities Program and several Nebraska disabilities programs; in addition, it has been funded by the Nebraska Council on Developmental Disabilities.
Thank you again to everyone who made our first ever Virtual TA Institute and UCEDD Directors' Retreat a huge success: the planning committee, the speakers, the staff, and the participants. With over 200 participants, this was our most well attended TA Institute ever. We tremendously appreciate the lively engagement, which occurred throughout the two-day event and which stimulated numerous ideas, posed many questions, and generated a variety of new connections. We have already seen some meaningful outcomes from these discussions and AUCD will continue to work toward addressing all the TA requests identified during the TA institute. If you missed all or part of the Institute or Retreat or want to refresh your memory, we invite you to peruse the archived 2020 event materials. Available
The Center for Disabilities Studies, in partnership with other education centers at the University of Delaware and the Delaware Department of Education (DDOE), is offering the state's first special education-specific leadership training program. Called the Special Education Administrative Leadership (SEAL) program, it is supported by a five-year, $1 million grant from the U.S. Department of Education. Applications became available in January, and the training sessions will launch in August.
As we begin 2020, we as a nation, including the Association of University Centers on Disabilities (AUCD), will be celebrating the 30th anniversary of the signing of the Americans with Disabilities Act (ADA). This landmark civil rights legislation impacts the lives of millions of Americans with disabilities and protects against discrimination and ensures and improves access to opportunities afforded to all.
AUCD, our members, and partners have used this as an opportunity to share information relating to Autism Spectrum Disorders. The month has traditionally been framed as Autism Awareness Month, and April 2 as World or International Autism Awareness Day. In recent years you may have noticed that AUCD has shifted to include both "Awareness" and "Acceptance" in our April messaging. 2019 marks our full transition to April as Autism Acceptance Month.
AUCD'S UCEDD Resource Center Request for Proposals: Training Initiative Addressing Neonatal Abstinence Syndrome for the National Network of UCEDDs
Deadline: October 26, 2018
The Administration on Intellectual and Developmental Disabilities (AIDD) is seeking a lead UCEDD to build the capacity of the National Network of UCEDDs to address the impact of Neonatal Abstinence Syndrome (NAS) through collaborative implementation of best and promising practices across federally-funded networks to support child, caregiver, and family outcomes in the local communities.
Researchers at Oregon Health & Science University (OHSU) and the University of Washington (UW) are conducting a study on genetic contributions to autism, involving identical twins. The study is funded by the Simons Foundation Autism Research Initiative (SFARI) and seeks to better understand how genetic changes that occur early in development might lead to autism. In particular, the researchers are seeking pairs of identical twins who are discordant for autism (that is, one has any autism spectrum diagnosis and one does not) to help answer this important question.
Application Deadline: March 2
The Association of University Centers on Disabilities (AUCD) in partnership with the Center for Leadership in Disability at Georgia State University (GSU) is pleased to announce that it is accepting applications for the inaugural AUCD LEADERSHIP ACADEMY. The academy will be held on the downtown GSU campus in Atlanta, Georgia on June 25-30, 2017.
To better support the development of leaders for the UCEDD network, AUCD is partnering with The National Leadership Consortium on Developmental Disabilities (NLCDD) at the University of Delaware, of which AUCD is a Founding Partner, to offer the fifth UCEDD Leadership Development Institute. Applications Due March 18, 2016
Community Access Unlimited honored Philip Smith, PhD, as Educator of the Year at its annual Awards Night Celebration on April 8, 2015. The award recognized Dr. Smith�s hard work and dedication in providing training that helps ensure the staff of Community Access Unlimited can reach their full potential when supporting individuals with disabilities.
June 14-19, 2015 in Newark, DE at the University of Delaware
After another successful year, the UCEDD Leadership Institute will be back in 2015! Please consider recommending your staff for the 2015 class of future UCEDD leaders representing the full diversity of the country.
New Resource from the Maine UCEDD and Speaking Up for Us: Planning Accessible Meetings and Conferences: A Suggested Checklist and Guide
The University of Maine Center for Community Inclusion and Disability Studies (ME UCEDD) and Speaking Up for Us, Maine�s Self-Advocacy Network; have collaborated on a new free resource, Planning Accessible Meetings and Conferences: A Suggested Checklist and Guide. The checklist is a 15-page accessible PDF and is designed to help any person, group, or organization plan a meeting or conference that is inclusive and welcoming for everyone. It offers helpful suggestions in many areas of event planning, including choosing a location, using respectful language for registration questions about accommodations, and tips on refreshments and meals. Its purpose is to provide practical recommendations that promote meaningful participation for everyone. The checklist may be completed electronically or printed and filled out by hand.
W. Ben Jackson III is currently serving as the AUCD Disability Policy Fellow for 2014-2015. He graduated from The Dickinson School of Law at The Pennsylvania State University in May of 2104. Prior to joining the AUCD he worked with Project HEAL (Health, Education, Advocacy and Law) at the Kennedy Krieger Institute as a law clerk. As a law clerk with Project HEAL he was responsible for researching and drafting memorandums on special education law. He directly advocated for clients by drafting complaints for the Maryland State Department of Education for alleged violations of the Individuals with Disabilities Education Act (2004). He also worked to ensure his clients had appropriate accommodations and placements by advocating during Individualized Education Program meetings.
An article by researchers affiliated with Vanderbilt University examines an online survey of parents of individuals with IDD on their definition of a successful transition to adulthood. Rather than focusing only on developmental tasks of adulthood, responses reflected a more varied and dynamic view of success in adulthood. (full text access available at no cost with member subscription to IDD)
The Postschool Outcomes of Students With Mild Intellectual Disability: Does it get Better With Time?
The U.S. Departments of Education and of Health and Human Services (HHS) have launched Birth to 5: Watch Me Thrive! to encourage developmental and behavioral screening for children to support the families and providers who care for them.
In December 2013, OMB published final regulations that reform Federal grant-making with the intention of decreasing administrative burden for grantees and reducing waste, fraud and abuse. These new regulations combine the multiple Federal regulations that currently govern the way grants are administered into a single uniform policy guide; this changes the OMB Circulars as you know them. The cross-agency Council on Financial Assistance Reform (COFAR) worked closely with OMB on developing these rules, and will work with stakeholders to facilitate implementation.
'Supporting Diversity in the Developmental Disabilities Network through Minority Partnerships' Released by AUCD
This report describes the efforts of two University Centers for Excellence in Developmental Disabilities (UCEDDs) in addressing health disparities experienced by minority populations and describes the importance of promoting diversity within DD Network programs. To download a free PDF of the report or to purchase a hard copy, visit http://bit.ly/1coJ756.
Deadline: April 30, 2013
The AIDD-UCEDD Fellowship program seeks to recruit outstanding individuals in the UCEDD community for an intensive year-long experience in Washington, DC, at the offices of AIDD. Application deadline extended.
Strategies to Incorporate the Voices of People with Significant Disabilities in UCEDD Information Gathering and Operations
New Report by Rachel Patterson, MPA
This report provides tools and strategies on how to better attune to the viewpoints of people with most significant disabilities. The focus of the report is on the inclusion of people who have traditionally faced high barriers to participation, particularly given intellectual, communication, or behavioral challenges. Strategies for inclusion that focus on flexibility and finding new opportunities to listen, as well as the use of proxy respondents, are included.
Application Deadline 02-28; Consider Talented Individuals Today!
After a very successful first year, the UCEDD Leadership Institute is back in 2013 to help prepare the next generation of UCEDD leaders for the important task ahead. Please consider your staff for the 2013 class of future UCEDD leaders.
The UCEDD Self-Determination Self-Assessment Checklist provides the UCEDD with a straightforward tool and process to determine the degree to which its policies, practices, and personnel, at a given point in time, are promoting self-determination for people with intellectual and developmental disabilities and their families.
The Association of University Centers on Disabilities (AUCD) is pleased to announce the successful Self-Advocacy Organizational Development Mini-Grantees, funded by the Administration on Intellectual and Developmental Disabilities (AIDD). AUCD received a total of 41 applications from self-advocacy groups representing a significant number of states and territories across the country, and 8 awards were granted.
This session was a great opportunity for Data Coordinators to meet and discuss topics of interest related to NIRS.
Application Deadline EXTENDED: April 2, 2012
To better support the development of leaders for the UCEDD network, AUCD is partnering with The National Leadership Consortium on Developmental Disabilities at the University of Delaware, of which AUCD is a Founding Partner, to offer the first UCEDD Leadership Development Institute. The Institute is supported by the Administration for Developmental Disabilities under a contract to AUCD.