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



Upcoming Events of Interest to CEDC Members

2022 State-of-the-Science on Disability Statistics  Copy to Calendar
Thursday, October 6, 2022 - Friday, October 7, 2022

AIR-P Presents: Evaluating the Use of Flexible Seating for Neurotypical and Neurodivergent Children  Copy to Calendar
Tuesday, October 18, 2022

Strategies for Writing Manuscript for Peer Review  Copy to Calendar
Monday, October 31, 2022

AIR-P Research Day at AUCD 2022 Conference  Copy to Calendar
Sunday, November 13, 2022 - Wednesday, November 16, 2022

More Events >





Dr. Bates Attend Year 2 of Leadership and Economic Development Program

Dr. DeMetra Bates, Executive Housing Director, The University of Southern Mississippi Institute for Disability Studies (IDS), has recently completed the Year 2 of the 36th annual Community Development Institute (CDI) at the University of Central Arkansas on August 5, 2022. Dr. Demetra Bates was selected as a scholarship recipient for the Community Development Institute for the second consecutive year in June 2022.

Team photo of the Mississippi Deep South Hurricanes Softball Team


IDS Staff Members Participate in World Series of Wheelchair Softball

The Institute for Disability Studies offers a variety of year-round adaptive recreation and sports programming, including Quidditch, wheelchair basketball and tennis. Recently, two staff members, Sylvester Crosby and Robbie Sullivan, joined their Deep South Hurricanes teammates to represent Mississippi in the 2022 Wheelchair Softball World Series (WSWS) August 4-6 in Crestwood, Illinois.

 Cover of Frontline Initiative, 18(1), showing an employee with disabilities in front of the store where he works. He is standing with his DSP. Both people are Black.


New Frontline Initiative: Diverse Voices

The National Alliance for Direct Support Professionals and the MN UCEDD have released the latest issue of their joint publication, Frontline Initiative. This issue, available in English and Spanish, is about the diverse voices of direct support professionals.



The Maryland Center for Developmental Disabilities at Kennedy Krieger Institute Welcomes Five New Staff Members

The Maryland Center for Developmental Disabilities at Kennedy Krieger Institute recently hired five new staff members. This article introduces each staff member including their current title, summary of their position, education background, and relevant work history.

Cover of Impact, 35(2), showing a young employee with a disability in a workshop. He is operating industrial equipment and wearing a work apron.


Transition Through a Global Lens

The new issue of Impact, which is the flagship publication of the MN UCEDD, is about transition in a global context for people with intellectual, developmental, and other disabilities.

Oregon Health and Science University (OHSU) Logo consisting of yellow, blue, and green intertwined lines with OHSU written underneath in gray letters.


Why is it so difficult to change ableist language?

By Daniela Buchillon-Almeida, OHSU UCEDD Intern

We have moved away from using many words with harmful and oppressive connotations over the past couple of decades, but why has knowledge, understanding, and change of ableist language remained limited?



WVU CED Launches New Disability Micro-credentials/Badges for Faculty and Staff

A new micro-credential (badge) available at West Virginia University focuses on disabilities and disability services and supports within the university setting ( Specifically designed for faculty, instructors and staff from any university, this badge series provides information you may choose to use for: Enhancing your classroom environment and course experience for students. Enhancing your clinical/professional first impressions with patients and clients.

 Alt text: Preteen boy with brown hair and grey shirt holds head in hand in front of light grey background.


Mild traumatic brain injury increases risk of behavioral and emotional problems in kids

Researchers at the Del Monte Institute for Neuroscience, one of AUCD's Intellectual & Developmental Disabilities Research Centers, found children with a mild TBI experienced a 15-percent increased risk of an emotional or behavioral problem. The risk was the highest in children around ten years old. This study used MRI and behavioral data from the Adolescence Brain Cognitive Development (ABCD) Study. The University of Rochester is one of 21 sites collecting data for this study.



The Boggs Center on Developmental Disabilities (NJ UCEDD/LEND) Launches Community Life Video Series

The Boggs Center on Developmental Disabilities (NJ UCEDD/LEND) launched a new Community Life Video Series created through funding from New Jersey's Department of Human Services, Division of Developmental Disabilities and in partnership with people with developmental disabilities. The Community Life Video Series is meant to illustrate key concepts of the federal Home and Community Based Services (HCBS) Settings Final Rule which requires that people with developmental disabilities have full access to community life and receive services in the most integrated setting possible. In each video, people with developmental disabilities share why community life and aspects of the Rule that support it are important to them.



Building Futures Together Recognition Ceremony

On May 24, the Building Futures Together program held a recognition ceremony on campus for its trainees. Fifteen paraprofessional trainees from the first cohort received Certificates of Completion for Level 2 (on-the-job training) and 20 paraprofessional trainees from the second cohort received Certificates of Completion for Level 1 (didactic coursework training). Congratulations to all!



The "I Generate Rural Opportunities for Work" (iGROW) Project

The "I Generate Rural Opportunities for Work" (iGROW) Project is a one-year pre-employment and leadership-training program for up to 20 students with disabilities who are currently enrolled in middle school and high school (ages 14-22). The purpose of the program is to provide a training environment to support students with disabilities to gain the necessary skills and experiences in work readiness in order to successfully transition into postsecondary education and/or competitive integrated employment.



The 2022 Justice, Equity, Diversity and Inclusion Award Staff Winner

Ashley Salmon, Diversity, Equity, and Inclusion Research Associate at the Center for Leadership in Disability at the School of Public Health has been awarded the 2022 Justice, Equity, Diversity and Inclusion (JEDI) Award.



Alaska Traditional Transition Skills Curriculum

The Alaska Traditional Transition Skills curriculum project goal is to improve the quality of life, connection to local community, and increase work related skills for teens and young adults with disabilities who live in rural Alaska. It provides tools teachers can use to incorporate traditional values and knowledge into Individual Education Plans (IEPs) and Transition Plans. Though each chapter of this project ties to the cultural values and topics of a specific region of Alaska, the skills can be used and adapted.



Frontline Initiative: The Diverse Voices of Direct Support Professionals

he new issue of Frontline Initiative features diverse voices of 18 direct support professionals from underrepresented communities, broadening our understanding of lesser-heard voices. Funded in part by AUCD, this free newsletter, published bi-annually by the Institute on Community Integration and the National Alliance for Direct Support Professionals, is for DSPs and frontline supervisors who support people with intellectual and developmental disabilities in living the lives they want in their communities of choice. Alt text for photo: A store employee with his direct support professional. Both people are Black.



Inaugural "The Style Show: A Runway to Empower"

Rare by Design hosted their inaugural event "The Style Show: A Runway to Empower" to give a platform, or in this case a runway, for all. Rare by Design was founded by Kendra Gottsleben, a marketing and communications specialist with the University of South Dakota Center for Disabilities (SD UCEDD/LEND). Gottsleben is a disability/rare disease advocate, author, and seeks to expand the region's diversity mindset. that makes us beautiful.



MN LEND fellow co-founds Minnesota Autistic Alliance

Milena Bates (MN LEND 2021-22), co-founder of the Minnesota Autistic Alliance, is recruiting self-advocates for new projects supported by a grant from the Minnesota Department of Human Services. Cultivate, a 10-hour online self-advocacy course covering how to identify needs, navigate barriers, and understand intersectionality (among other topics), begins August 23. It is designed for and by neurodivergent self-advocates. Lattice is a partnering program that will connect a team of three partners best suited to the support needs of a self-advocate. The group also is recruiting writers for an accessible, digital resource database.



Building Community Capacity for Accessible Vaccine Events

The UCEDD in the Institute on Development and Disability at OHSU worked with the Oregon Health Authority to create resources for vaccine events to be more inclusive. They made videos, guides, and checklists to go with a boxed kit of accessibility tools. This will help people with disabilities and people who speak languages other than English get vaccines in their communities. There are more videos and resources coming soon.


More >