Community Education and Dissemination Council (CEDC)



Download this one page flyer about CEDC to print or share.               

CEDC serves as a focus for the identification and discussion of issues regarding community education and information dissemination; serves as a representative voice of the community education interests and concerns within the network; and influence the development and implementation of national community education and information dissemination policies and initiatives.


How CEDC Relates to AUCD and Its Work

CEDC works for and with AUCD network members who educate, disseminate information to, and otherwise engage with community members. CEDC fulfills its purpose and the mission of AUCD and its constituent membership by serving as a conduit for technical assistance, providing input into policy, and engaging in other support activities deemed necessary to advance the mandate for community education and dissemination. The Council helps the association to:

  • Set and accomplish knowledge-sharing goals specified in the AUCD Strategic Map
  • Carry out training activities to inform Network members on important and emerging community education and dissemination topics
  • Develop the capacity of network members to conduct quality education and dissemination activities
  • Identify topics of common interests to network members and develop recommendations to the AUCD Board
  • Lead the network in involving people with disabilities from diverse cultures to participate in community education and dissemination activities


The Council is composed of not more than two representatives from each AUCD member program who is the Community Education and/or Dissemination Director/Coordinator or a designee who best represents the overall community education and information dissemination interests of that center or program.


Membership Expectations

The full Council meets face-to-face once a year in conjunction with the AUCD Conference. The CEDC Steering Committee and the Council's other working Committees also meet in person once a year and at least three additional times during the year through conference calls.


2018 Focus Areas

  • Strengthen connection among AUCD, Councils, and SIGs
    • Supporting AUCD Strategic Map
    • Inclusion and utilization of Trainees
    • Developing "Best Practices" & database to support network
  • Develop and host webinars related to accessibility
  • Supporting accessibility for AUCD Conference

CEDC Leadership

Chair: Meagan Orsag, PhD






Emergency Preparation Toolkit for Children and Adults (CT UCEDD/LEND)

The CT LEND program spends one day at the CT Legislature learning to speak to and educate legislators about issues related to persons with disabilities living in CT. The LEND trainees meet in small groups with individual legislators. One of the groups met with CT State Representative Liz Linehan and discussed emergency preparation for persons with disabilities and shared Flipbook. "Tips For Emergency Personnel: Supporting People with Unique Access or Functional Needs (including disabilities) "Representative Linehan wanted to share it and make it more accessible for a family in her district who had a child who was a non-reader and nonverbal. Representative Linehan brought the toolkit to the Connecticut General Assembly to advocate for a bill to enhance communication between emergency responders and children and adults with disabilities in times of crisis.

SOAR Conference plenary session - Self advocates from four states (Missouri, Iowa, Nebraska, and Kansas) welcome participants to the first time regional conference.


Midwest Advocacy & Leadership Conference Draws Support from Four UCEDDs

UMKC Institute for Human Development (MO UCEDD) welcomed over 220 participants May 31 - June 2, 2019, as lead organizer and co-sponsor of the SOAR Regional Advocacy and Leadership Conference. SOAR, Seeking Opportunities for an Advocacy Revolution, invited people with disabilities, their family members, and disability system professionals from Missouri, Nebraska, Iowa, and Kansas to lead the change they wish to see. Events included a variety of opportunities to gain new leadership and personal skills.



OHSU Institute on Development and Disability UCEDD elevates University Job Carving Program (OR UCEDD)

The OHSU Job Carving Program now has a public face on the UCEDD's website. This university-wide effort has created opportunities for over 30 people with disabilities and is starting to shift institutional culture. The program recently received national recognition from the College and University Professional Association for Human Resources (CUPA-HR) 2019 Inclusion Cultivates Excellence Award. This award recognizes and celebrates institutional initiatives and programs that have made a significant impact with respect to inclusive and equitable workplace practices, particularly those that have brought about cultural change throughout the organization. The UCEDD provides technical assistance and guidance to the program. The Job Carving Program webpages went live on June 20th.



Tuesdays with Liz: Winner of the ADA Video Contest!

This video was created by the first-ever winner of the AUCD video contest, Emerging Leader Taylor Carley! Taylor is the Self-Advocacy Coordinator for the Institute for Disability Studies, the UCEDD center in Mississippi. Taylor and his colleagues, Dan Lewis and Emilee Flurry, share why they think the Americans with Disabilities Act (ADA) is important, along with what it means for them for people with disabilities to be included in their communities.



22q at the Bronx Zoo (NY UCEDD/LEND)

Rose F. Kennedy UCEDD/LEND's Children's Evaluation and Rehabilitation Center (CERC) partnered with Einstein Buddies, (a medical school service learning club), Children's Hospital at Montefiore 22q11.2 specialty clinic, Bernice Morrow's Einstein Genetics lab and Harboring Hearts to sponsor 22q at the Bronx Zoo. The International 22q11.2



Statewide Capacity Building and Coordination with TWC and LEAs (TX UCEDD)

Statewide Capacity Building and Coordination with TWC and LEAs Individuals with disabilities face challenges in their transition from school to adult life, especially in the transition from school to employment. Federal legislation requires local and state education agencies to work with the state vocational rehabilitation agency to facilitate a smooth transition from school to employment. Texas Workforce Commission (TWC) and Texas Education Agency (TEA) have developed a memorandum of understanding (MOU) to help guide the two agencies for collaborations.


More >