Association of University Centers on Disabilities



Diversity & Inclusion Blueprint DRAFTObjectives, Audiences, Strategies, Resources, ExamplesCreate and promote a safe and inclusive environment ALLRecognize that when engaging with others, the culture you bring is a collection of what you grew up with and what you experienced throughout life. Recognize the inherent bias you bring, and value the different life experience and perspectives of others.Engage in activities to explore and identify organizational values related to diversity & inclusion, and how to put those values into action.Address diversity & inclusion in values and attitudes within organization. Develop definitions and value statement collaboratively with all members of organization, including counsel and other external partners.Leaders at every level should promote diversity & inclusion as a priority. Leaders motivate others, and model acceptance and inclusion both internally and externally.Self-reflection and self-evaluation are key. Deliberately explore unconscious biases and attitudes. Always ask what can be done better, both individually and organizationally.Resource: Offer on-site support to people with disabilities to ensure their access and participation in all activities and conversations.Break down barriers that prevent personal engagement in the workplace. Increase adventure, team projects, and personal communications to discover talents, interests and perspectives of individuals. Tap into the resources each person brings.Resource: Safe Space: A Tool for Allowing Deep and Consensual DialogueIncorporate creative activities addressing issues that are otherwise uncomfortable. Obtain information from grassroots news sources that are trusted in diverse communities, to understand perspectives of people living in those communitiesResource: Identify areas of shared interests and experiences to build connections between individuals while respecting differences and diverse perspectives.Increase teamwork to ensure everyone’s voice is heard and understood, so all have a chance to be a leader in different situations.Be aware of nonverbal body language, ensure clarity of information, and provide support for people to engage.Encourage people to share their perspectives at the time they are ready, as forced communication tends to increase discomfort.Change approach based on type of work, technical versus adaptive. Identify and utilize conversation starters and icebreakers such as YouTube videos. Use a combination of evidenced based practices and tools, not one or the other. Intervene when issues of bias arise.AIDD/MCHBEncourage and highlight grantee successes related to diversity & inclusion through blog posts, website articles, workgroup participation, and other means.AUCDEncourage UCEDD Directors to support their diverse staff to attend AUCD conference and other meetings, participate in Councils and SIGS, and run for the Board of Directors.UCEDD/LENDDevelop infrastructure that supports inclusive and diverse activitiesALLBe systematic and intentional in planning infrastructure to enhance efforts. Complete an organizational self-assessment to establish a baseline in diverse and inclusive efforts. Organizational members, leaders, and Board/advisors should all be involved. Listen to others’ reflections and use information to plan next steps. Complete assessment and resulting plan for improvement every 3-5 years.Resource: Evaluate time & effort devoted to bureaucracy, governance, processes, and funding versus implementing strategies to increase diversity and inclusion. Shift the balance where needed to ensure action is taken and progress is made.Develop a subcommittee of Board, Advisory Council, or other appropriate body with a focus on diversity, inclusion, disparities, and cultural & linguistic competenceAddress diversity & inclusion in value statement for organization. Develop language collaboratively with all members of organization, including counsel and other external partners.Review organizational policies and practices, finance and contracting functions, budget, governance, outreach, and engagement to identify how support for diversity & inclusion is present in each area; and revise collaboratively with staff and partners where greater support & impact is needed in each functionEnsure funds are budgeted for efforts related to diversity, inclusion, and cultural and linguistic competence. This may include budgeted funds for cultural brokering, language translation, video captioning, ASL interpreters, accessibility accommodations, child care, and more. Reduce other budget lines, particularly staff and faculty who can be covered by other leveraged funds, to create funding needed to support this effort. Where unanticipated program saving arise, utilize them for these efforts.Leaders at every level should model and promote diversity & inclusion as a priority. Communicate the importance of this topic to all staff, students, interns, grantees, and federal & community partners.Overcoming attitudinal barriers and developing cultural competence takes long term commitment over years. Develop policies, practice, and organizational culture that will sustain across changes in leadership.Offer on-site support to people with disabilities to ensure their access and participation in all activities and conversations.Leaders should educate selves in, and implement, change management processesResource: Ensure that conference speakers are culturally diverse (and that diverse speakers address the topic of the conference, not boxed into speaking only on the topic of diversity) Review strategic plan for priorities of diversity, inclusion, and cultural and linguistic competency. Where priorities are lacking, update strategic plan in collaborative, open, inviting manner with internal and external partnersWhere additional ideas are needed, review diversity and inclusion initiatives, blueprints, and strategic planning process from other organizationsResources: (the ones that we used)AIDD/MCHBAlign AIDD Strategic Plan for Diversity with the HHS Action Plan to Reduce Racial & Ethnic Health DisparitiesResource: HHS Action Plan to Reduce Racial & Ethnic Health DisparitiesPrioritize this topic for singularly-focused TA Institute for grantees, so all must engage with the topicEngage grantees and external stakeholders in strategic planning for diversity & inclusionAUCDMulticultural Council (MCC) should identify and communicate to all of AUCD those areas where additional research and publication is needed related to diversity and inclusion, disparities, and the intersection of disability and other cultural identities, and diversity scholarship.MCC should re-focus efforts fulfilling its mission to 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 area of cultural competence as mandated by AIDD & MCHBConsider a Diversity & Inclusion Council as an alternative to MCC and COCA Provide tools for UCEDDs/LENDs to engage in strategic planning related to this topicReduce cost or provide sliding scale for annual conference so it is affordable to a broader range of interested people who may not have university or grant funding to participate Broaden and diversify Board of Directors. Expand eligibility to individuals outside AUCD network to gain increasingly diverse perspectives and partnershipsUCEDD/LENDFunding and policy impact equates to power. Rather than holding this power in the university through the UCEDD/LEND, help community organizations gain and sustain power through co-applying for grants, sharing funds, building mentorship & partnerships into grant proposals, turning over successful projects to community organizations so the Center can innovate rather than hold ongoing power through running long-term community programs.Identify diverse populations in the State, and identify needs of these populations at the grassroots level. Focus core efforts on meeting those needs to help bridge the gap in disparities within your StateInclude specific goals/objectives related to diversity & inclusion in strategic plan, 5-year plan, and other guiding documents and proposalsHire and retain a diverse workforce of staff and facultyALLSet a goal for diversity of staff/faculty (ex: 30% within 1 year, 50% within 2 years)Focus outreach to underrepresented staff/faculty to fill position vacanciesCommunicate with people personally, using as much connection as possible (in-person, skype, phone, email, email, social media) to enhance relationships from first contact to schedule interviews, through entire hiring process and throughout employmentSystematically review hiring practices and identify how diversity, inclusion, and cultural and linguistic competence is addressed at every stage of the process from recruitment to interviewing to hiring.Provide thorough orientation to all new staff & faculty, recognizing that new staff from underrepresented communities may not be aware of the resources within the Center, University, and surrounding community. Provide resources to help new staff feel welcomed and comfortable. Provide training on topics such as transportation, benefits, travel, communication, teaching culture of working in a professional organization, what to do if there is a conflict of interest and/or a difference of opinion about advocacy or policy, how to access systems such as email, Blackboard, etc.Provide training to all staff and faculty on racism, bias, and microaggressions; white privilege and systems of oppression; teaching diverse students and English Language Learners; health and healthcare disparities; family- and person-centered care; cultural and linguistic competence; defensiveness, bias awareness, motivation; self-awareness and reflection; and culturally effective mentorshipResources: Cultural and Linguistic Competence Checklists for MCH Training ProgramsNavigate how to pay people with disabilities for their work without negative impact on federal benefits such as MedicaidEvaluate your turnover rate of all levels of employees, and especially the turnover rate of those who are not from the majority culture in the workplace. Conduct exit interviews with employees who leave to identify reasons for leaving, and address any concerns.Create a position staff primarily responsible for diversity & inclusion, as this makes a statement about the importance of the topic. This is a person who should be the cheerleader/coach/facilitator for others, rather than have sole responsibility for all efforts in this area. Responsibilities should include partnering with refugee and other community organizations; raise awareness through professional partnerships in Title V, academic, and state arenas; and monitor and collaborate on UCEDD/LEND curriculum, recruitment plan, and faculty/staff professional development and evaluationCreate an internal workgroup with representatives from different teams, positions, and key partners to meet, discuss, problem-solve, and push progress in diversity, inclusion, and cultural and linguistic competence within the workplace.Develop job descriptions for all employees to include responsibilities in the area of diversity, inclusion, and cultural and linguistic competenceRecruit employees with skills and experiences representative of partnering communities and provide additional financial benefit in compensation package to affirm and honor those additional skills and experiences. Employ and empower people with disabilities in all projects, recognizing them as experts through life experience that will inform project effortsIncrease outreach to young professional in recruitment efforts, providing information about organizational structure and opportunities. Many young professionals are not aware of career and support options in academic environmentsIncorporate self-assessments of cultural and linguistic competence, exploration of bias and motivations, and related goal-setting into employee performance appraisals and professional development plansLeadership should periodically check in individually with all employees to get a sense of comfort level in the workplace, and solicit & implement ideas and recommendations for addressing any discomfort.Prepare for a sustained effort when recruiting in diverse populations. Budget for it, outreach for it, be present for it consistently over time. End the “top-down” hierarchy of decision making by leaders. Include all layers of personnel in conversations and decision-making within and across projects, thus ensuring diverse and inclusive perspectives in planning, recruitment, and program implementation.Support development of Employee Resource Groups within workplaceResource: Employee Resource GroupsAIDD/MCHBInclude requirements in UCEDD/LEND FOA/RFP that program has personnel addressing diversity, inclusion, and cultural and linguistic competenceAUCDCollect and disseminate information related to diverse & inclusive hiring, including but not limited to sample position announcements that address recruitment of underrepresented personnel, ideas for where to advertise for recruitment, language in job descriptions addressing responsibilities around diversity, inclusion, and cultural and linguistic competenceDevelop an employment matching program to support hiring of graduating trainees within the network, especially for trainees of diverse backgroundsUCEDD/LENDExplore whether departments within the University are compensated for recruiting minority faculty. Some Universities cover partial salary as an incentive to diversify workforce.Consider “cluster hiring” for positions. Recruit underrepresented faculty around a particular interdisciplinary theme (ex: aging and health for underrepresented minority groups)Reach out to University human resources office to explore opportunities to create pathways to leadership for UCEDD/LEND staff & facultyEncourage and support culturally relevant scholarly activities that acknowledge and respect systems of healing that emerge from different traditions.Establish collaborative relationships and share resources across networkALLEnsure clear expectations for action following every conference or meeting, and in every collaboration. This will ensure that talk is followed by action.Contact people personally, using as much connection as possible (in-person, skype, phone, email, email, social media) to enhance relationshipsAIDD/MCHBAUCDIdentify, share, and present successes in this area from UCEDDs/LENDs, through website and training opportunities, so network members can learn from each otherIntegrate MCC & COCA members into all other Councils of AUCD, to infuse topic of diversity, inclusion, and cultural competence into all Council efforts, and bring info about other Council efforts into COCA & MCCIdentify and share strategies of CACs and other advisory groups for UCEDDs/LENDs who have succeeded in increasing member representation from diverse communitiesMCC and COCA to host regional web-based meetings to share info addressing regional trends, needs, resources, and strategiesCreate clearinghouse of resources that UCEDDs/LENDs have created in other languages, for sharing across networkCollect and share Center goals and objectives related to diversity, inclusion, and cultural and linguistic competence, so network members can learn from each otherFocus TA efforts to all levels of UCEDD/LEND faculty, staff, and trainees – beyond the top leadership – to provide support, professional development opportunities, and leadership development to all in networkAll AUCD Councils and SIGs take responsibility for implementing Blueprint in areas that align with their missionsDevelop orientation to AUCD for all Centers to use with new staff, faculty, and trainees to support connection to Central Office and full network and build awareness of available resourcesCreate opportunities for ongoing engagement in AUCD network for staff, faculty, and staff who retire or leave for other professional opportunitiesStagger Council meetings at AUCD conference, so silos between Councils can be broken down and MCC and COCA members can join and inform other Council discussionsRevise presentation of the public NIRS search and the network directory on AUCD website to be more captivating as resources to connect with peers across networkOffer live streaming of major AUCD conference and Disability Policy Seminar events, encouraging participation by others who are unable to attend in personUCEDD/LENDCreate opportunities for staff & faculty to work across disciplines and across teams to enhance inter-office collaborationsEnsure staff participation in MCC, and provide opportunities for information flow in both between Center and Councils through staff participantsEnsure CAC member (not just staff) participation in COCA, and provide opportunities for information flow in both between CAC and Councils through staff participantsUse each meeting of CAC members or other advocates as an opportunity to inform all Center staff, faculty, and trainees. Develop a video, booklet, or other materials with results of participant comments. Share in Center and AUCD newsletters and with COCA.Develop and nurture partnerships with organizations representing or affiliated with diverse communitiesALL Contact people personally, using as much connection as possible (ex: in-person preferred over phone, skype preferred over email, physical presence at community meetings rather than a survey link) to enhance relationshipsRemember that reputation matters. People you connect with will tell others about their experiences, good or bad. Interact with a humble mindset and a desire to learn, rather than as an expert who will tell others how to do things. Admit what is unknown about a culture or language and ask for assistance.Participate in other organizations’ and communities’ activities and events to build rapportProvide various ways for community members to give feedback and suggestionsIdentify external organizations with common goals; form collaborative partnerships to enhance each other’s work toward common goalsCreate relationships outside of traditional partners including government agencies, criminal justice, military, arts, civic, civil rights, refugee, community planning/action, employment, educational, networking, advocacy, health, mental health and other groups tasked with serving diverse communitiesBring in experts from diverse community/advocacy groups, or send staff to unique conferences, to help inform team in areas where further awareness is needed Resources: Yes Institute, People’s Institute for Survival and BeyondBe aware of the important tension and balance between identifying with a community and labeling people within a community. Attend carefully to language used within communities, as these are cues to values and priorities. Create opportunities to educate community organizations on the purpose of UCEDD/LEND programs and available services and supports in a manner that responds to the needs and values of those communities.AIDD/MCHBDevelop collaborative relationships with Office of Minority Health and other government agencies & administrations tasked with addressing disparities, diversity, inclusion and cultural and linguistic competence. Identify common goals, and work collaboratively toward them, using findings from network research and demonstration project Resources: National Partnerships for Action to End Health Disparities: Eliminate use of spoken language such as “grantee” and “subcontractor” as these highlight power differential between federal government and those receiving funds. It is understood that these words are used in written federal grant and contracting language, but they need not be used in spoken language internally and externally during meetings, conferences, and other events. Focus instead on common goals of funder and funded entities, highlighting the collaborative efforts among “partners” toward those goals for a more inclusive society. AUCDBroaden and diversify Board of Directors. Expand eligibility to individuals outside AUCD network to gain increasingly diverse perspectives and partnershipsBroaden and diversify Councils and SIGs. Expand eligibility to individuals outside AUCD network to gain increasingly diverse perspectives and partnershipsReduce cost or provide sliding scale for annual conference so it is affordable to a broader range of interested people who may not have university or grant funding to participate Develop relationships with diverse organizations serving diverse cultural communities who have state affiliates to broker relationships at both national and state levels Resource: Hispanic Health ProfessionalsResource: Leadership Conference for Civil Rights and its member organizationsResources: National Partnerships for Action to End Health Disparities: Offer live streaming of major AUCD conference and Disability Policy Seminar events, encouraging participation by others who are unable to attend in personReach out to recipients of NIDILRR field-initiated grants addressing diversity for information and potential partnershipUCEDD/LENDCollaborate with Direct Support Professional community to provide resources on translation, interpretation and cultural brokeringSpend time in communities, listening and building relationships. Identify the trusted leaders within the community (formal and informal).Develop partnerships with community based organizations in ways that enhance the resources and activities of those organizations, and build trust. Do not build relationships in an effort to hire staff away from those organizations, which can significantly reduce their internal resources. Identify conversation-starters to use with community members. Ask, “What does (parenting, family, nurturing, wellness, helping, etc.) mean to you?” and start brainstorming solutions collaboratively after those conversations. Create products reflecting the content of community meetings and conversations Resource: Guam CEDDERS created a wall calendar prominently highlighting quotes from community conversations, and is in the process of developing Pacific Island GlossaryAfter a trusting relationship is established and with permission, advocate on behalf of community based organizations and also offer training to build capacity to advocate for themselves and inform policymakers of their needs.Look carefully at how advocacy and advisory groups are used. Ask whether or not they are being used to fulfill a federal requirement for input? Truly listen to priorities of advocacy groups and advisory members (including but not limited to self-advocacy groups and the CAC), and work those priorities into Center projects in a collaborative manner. Join the Regional Health Equity CouncilsResource: Regional Health Equity CouncilsReach out to recipients of NIDILRR field-initiated grants addressing diversity for information and potential partnershipSupport bridge-building between advocacy groups where intersectionality exists. For example, self-advocacy groups for people with intellectual disability and LGBT advocacy groups may prove worthy partners in support of people who experience both identities.Create partnerships with other projects, committees, and departments within the University addressing diversity, inclusion, and cultural and linguistic competence. This will mutually enhance projects, trainings, and resources, and broaden networking and Center footprint.Advocate with state agencies and partners to help all see value of this work. Support their efforts in this area and be a resource to them where needed.Provide and participate in ongoing trainingALL Infuse experiential learning in trainings. Ensure all training opportunities embrace diversity.Identify opportunities to empower young adults. Identify leadership development and continuing education opportunities that cultivate skills in diversity practices. Model an organizational structure that values different perspectives and participation by all regardless of race, ethnicity or ability. Partner with another national entity to develop a certification for training around diversity and cultural and linguistic competence. Develop training curriculums that can be adapted to each population being served Foster an environment that supports full participation in ongoing training. Be strategic when scheduling to limit conflicting meetings or assignments. Infuse disability topics across disciplines. There are still several disciplines that never touch on disability.Address behavior, attitudes, power and privilege in cross-cultural trainings. Trainings must move beyond understanding the cultural differences. Asses what skills are needed to better work across cultures and integrate training into the actual work environment. Provide opportunities for practice. Engage people from different backgrounds and initiate discussions that allow individuals to voice what they are learning and what they are struggling with. Partner with and utilize high level experts to provide training on race, ethnicity, and health disparities to network members. Enlist consultants with similar values that focus on systemic not program point of view. Support UCEDDs in their attempts to institutionalize trainings and knowledge AIDD/MCHBAUCDProvide recognition for participation in webinars. Have process in place so participants can receive continuing education credits. Provide training and education specifically to those in leadership roles Produce a product that provides education on fostering careers for people with disabilities in the network centers. Offer Leadership Institute in varying regions to allow for accessibility and participation from network members. Provide scholarships that support travel of diverse staff from network centers to participate in the AUCD Annual Meeting. Encourage leadership from network centers to support diverse staff to attend the AUCD Annual Meeting. UCEDD/LENDProvide training to trainees and professional staff on cultural competency, diversity, and inclusion access rights in the form of clinical mentoring opportunities with community-based organizations, international, refugee, immigrant, LGBTQ, etc communities.Engage diverse groups to serve as the experts. Get yourself/organization “out of the driver’s seat” and allow typical participants or recipients of services to take on a more active role in designing trainings, services, and materials. Provide opportunities for faculty and staff to visit centers and other organizations that are making great strides in their diversity initiatives. Establish mentorship programs to support professional development of staff, faculty and traineesALLIdentify opportunities to empower young adults. AIDD/MCHBProvide financial support to allow for mentor support to trainees, faculty, and staffAUCDDevelop a mentorship model that supports peer-to-peer mentoring of faculty, staff, and trainees from diverse backgrounds across network centersCreate a system that enables network centers to receive mentorship in their diversity planning and initiatives. Provide opportunities for faculty, staff, or trainee to participate in an exchange program across another network center to foster potential mentorship relationships and support cross-collaborative efforts. UCEDD/LENDIncorporate a mentorship model in interdisciplinary training programs for trainees. Set up a system for faculty to mentor students to guide them through their training program.Resource: NIDILRR-funded Employment Mentoring Model Engage in pipeline activities for staff, faculty and traineesALLAIDD/MCHBPartner with other federal agencies/administrations to collaborate on their minority pipeline initiatives, leaning on common goals to reduce disparitiesResource: Health Disparities Chart BookAUCDCollect and share success stories & strategies from across the network related to pipeline developmentDevelop an employment matching program to support hiring of graduating trainees within the network, especially for trainees of diverse backgroundsDevelop clearinghouse of relevant pipeline opportunities for Centers to partner with and promoteEstablish partnership with Direct Support Professional community to develop a pipeline and career path for DSPs into higher education and UCEDD/LENDApply for minority pipeline grant opportunitiesUCEDD/LENDIdentify diverse trainees, staff and faculty; provide mentorship and professional development with an eye toward hiring and/or promotion.Seek out and partner with existing pipeline efforts within the UniversityOutreach into high school, community college, and undergraduate students to build awareness and interest in careers and education in the disability fieldSeek out and partner with student recruitment efforts that reach into high school and community collegesExamples: : OHSU Summer Equity Intern Program, The Disparities Solutions Center at Massachusetts General Hospital; UMKC Stem Alliance Apply for minority pipeline grant opportunitiesExamples: GEAR-UP and BRIDGE to GEAR UP, Create an undergraduate Disability Studies minor to help build student interest in pursuing graduate studies in UCEDD/LENDRecruit and retain a diverse trainee poolALLContact people personally, using as much connection as possible (in-person, skype, phone, email, email, social media) to enhance relationshipsSet up internships, volunteer opportunities, course credits, service learning, work study, apprenticeships, and other opportunities for high school, undergraduate, and graduate students interested in learning about disabilities. Promote opportunities heavily to underrepresented students.AIDD/MCHBFund trainee partnerships to between UCEDDs/LENDs and Minority Serving Institutions, community colleges, and other settings serving students who are underrepresented in graduate level training.AUCDDevelop products that all UCEDDs/LENDs can use to recruit trainees through building awareness of the network, opportunities for career paths in the disability field and AUCD network, organizational structure and resources within Universities, and opportunities for graduate student training.Collect and disseminate information about how faculty privileges relate to University affiliation at UCEDDs/LENDs with strong research components, for UCEDDs/LENDs to use for internal advocacy in University. Ex: are the University faculty, or Center faculty? How does the difference impact the Center’s ability to diversity its faculty?Seek out and create a clearinghouse of scholarships and fellowships for trainees to engage in research related to diversity, inclusion, and cultural and linguistic competenceProvide TA and training on the family component, including family faculty and family trainees.UCEDD/LENDSet a goal for diversity of trainees (ex: 30% within 1 year, 50% within 2 years)Set goal for diversity of families involved in UCEDD/LEND who provide family training experiences to traineesMake an early investment by reaching out to high school, community college, and more undergraduate students in underrepresented communities with a focus on providing internships, assistantships, mentorships, and other engaging opportunities to underrepresented groups. Recognize that the return on investment is not immediate or definite.Resource: TRIO/Upward Bound programsHelp trainees feel vested in and connected to network by representing Center in career fairs and other student recruitment efforts, and by funding travel to Disability Policy Seminar and AUCD conference.Partner with University and Colleges to include a culturally sensitive and plain language recruitment flyer is included in student welcome packets, at high school college fairs, and anywhere else young students will have access.Identify colleges within University that succeed in recruiting diverse student populations, and develop collaborative partnerships and strategies.Recruit trainees and provide disability awareness information/events at all university student clubs, including various cultural clubs, fraternities, and sororitiesEnsure interdisciplinary training programs incorporate leadership development, mentorship, life skills, work/life balance, and such. Consider each trainee as a whole person, and consider the lives that non-traditional, disabled, first-generation, or immigrant students may lead and put in place supports to aid retentionEncourage and support culturally relevant scholarly activities that acknowledge and respect systems of healing that emerge from different traditions.Include family trainees in clinical trainingInfuse principles of family-centered care and shared decision-making within the training program Cross-list disability- and other diversity-related courses in other departments. For example, list with Liberal Studies if the University requires liberal studies courses for students to graduate. Align courses with what students have to take as part of their requirements.Incorporate cultural and linguistic competence into every class, workshop, and other trainingProvide accessible, culturally and linguistically competent servicesALLReview and examine all service programs, projects, and activities. Ensure that each addresses diversity, inclusion, and cultural and linguistic competence in alignment with organizational mission and values. Discuss and construct a working definition of “family” that includes the many ways families define themselves. This has impact on how services are conceived, funded, delivered, and reported.Provide on-site support for people with disabilities to participate in activities and receive services, rather than relying solely on the support staff who might accompany people with disabilitiesComply with federal guidelines addressing access and inclusion: Executive order 13116, Title VI Language access act, CLAS StandardsResources: The National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care (National CLAS Standards) and A Blueprint for Advancing and Sustaining CLAS Policy and Practice, Executive Order on Improving Access to Services for Persons with Limited English Proficiency, Limited English Proficiency clearinghouse, Title VI of Civil Rights Act of 1964 and related guidance AIDD/MCHBComply with Section 508 of the Rehabilitation ActResource: Section 508AUCDUCEDD/LENDProvide opportunities for clinicians and other service providers to analyze and confront their own biases before working with people from diverse communitiesSupport all service providers to recognize their services as a necessity rather than a luxuryProvide services that are relevant and accessible, meeting the needs of the people and families receiving services.Seek out transportation needs of people receiving services, as well as available transportation services. Consider accessibility, rural access, cost, etc. Build relationships with transportation service providers, so your service recipients become their priority.Ensure family support services address all the ways in which families seek or want support, and are respectful to familiesAdvocate for family-centered care and shared decision-making within the healthcare system Make services available and accessible in multiple locations in communities, not just at University, hospital, or CenterEvaluate specific practices and interventions to see how they are (or are not) culturally competent. Collaborate with community in effort. Together with community members, document the cultural adaptations being made with evidence-based or other programs/services so these can be shared widely with othersConduct research that is responsive to needs of and engages with underserved communities ALLAIDD/MCHBAUCDMCC should identify areas of research needed in disparities, intersectionality of disability and other cultural identities, diversity scholarship, and community engagementUCEDD/LENDConnect with cultural communities within state, identify their needs, involve them in research, establish collaborations between researchers and community. Expect this to take years to develop.Engage communities and people with disabilities in defining research questions, research design and conduct, and reporting resultsResource: Community-Engaged Research with Community-Based Organizations Address language, culture and literacy barriers in all published materialsALLIdentify existing cultural broker organizations who provide servicesCreate and disseminate materials that are accessible and culturally and linguistically responsive. Know and serve the audience based on their needs. Collaborate with community members and governing officials who have unique partnerships and relationships with diverse communities. Develop materials that can be customized by other organizations and community members for varying audiences and communities Collect stories and champion the voices of the community. Develop trust. Provide opportunity for feedback and evaluate the effectiveness of the materials being shared. Identify and engage in opportunities for partnership and collaboration to translate or create an accessible materials. If a member of a community identifies barriers with a material, offer to have them work with you to address the barrier while offering design and editing resources. Acknowledge and reimburse the community. Caption all video resources, including webinars and videos. Resources: , , Start with language access – incorporate language line, translate materials into languages identified as most common, evaluate and change language style in presentations, print and spoken word. Ensure all materials are accessible (large print, plain language)Write program manuals using plain language that can be understood by all.Research and translate disability-related terms in a positive light when crossing over to other cultures and languages. When uncertain of how to translate terms, keep the original word. Have one-on-one or in-person meetings when possible versus over the phone or email to create connections, develop trust, build partnerships, and minimize communication barriers. Infuse cultural aspects into all materials. Engage community members, experts, or other organizations if needed. Engage and support participation by self-advocates in the development and dissemination of materials. AIDD/MCHBDistribute information gathered by AUCD in AIDD Newsletter to enlarge outreach. Ensure accessibility of materials, including website, communications and presentations, set an excellent example for the network and other federal agencies.Allow for cultural brokers and language service providers to become fellow/trainees. AUCDSupport network member’s community development planning around cultural diversity, cultural and linguistic competence, and language accessCreate a central location for network members to access appropriate translation resources and language service providers. Negotiate reduced rates for network members. Ensure that all materials developed by member programs follow accessibility and infusion guidelinesProvide standards and guiding questions for material development. Identify guidelines for working with diverse groups via translation, interpretation, and cultural brokersReference: NCCCInclude a diversity header as an area of funding in AUCD Funding Opportunities NewsletterHighlight stories, programs and activities of members of the network. Offer a series of webinars for network members that support diversity initiatives and are responsive to the varying stages in their journey. Offer webinars and workshops done in partnership with other centers or organizations. Develop a dissemination plan for the series. Create opportunities or forums for sharing of best practices, details of other work around diversity, how to use core funds to sustain a diverse center, and barriers to diversity work. Host information sharing opportunities geared towards those who are in the developmental or early stages of their diversity planning or initiatives. Identify and disseminate webinars hosted by other organizations that align with diversity. Establish an interactive listserv that allows members to streamline how and how often information is received over email. Daily or weekly summary. Create opportunities that foster collaboration and communication of CACs across centers. Regional and small groups. Identify innovative methods to create visibility and purpose of CAC members.UCEDD/LENDDevelop relationships with bilingual or multilingual volunteers in the communityCreate opportunities that foster collaboration and communication of CACs across centers. Regional and small groups. Identify innovative methods to create visibility and purpose of CAC members.Establish guidance and measure progress toward diversity, inclusion, and cultural and linguistic competenceALLAIDD/MCHBNew FOAs/RFPs should emphasize diversity, inclusion, and cultural and linguistic competence and require related goals and objectives for how UCEDDs/LENDs will identify and address needs of diverse communities within State Recognize that by requiring UCEDD independence within University, some barriers are created for diverse faculty seeking tenure and full faculty positions within University. Faculty typically seek these career paths, which are typically limited within a UCEDD. Diverse faculty may choose not to engage with the UCEDD in lieu of these benefits afforded to faculty elsewhere within the University.Partner with Office of Minority Health to determine demographic data related to a broad definition of diversity that might appropriately be reported on with federal funding, and how that data can best be collected within each function (training, service, research, info dissemination). Establish workgroup of network members and external experts to operationalize recommendations. Implement recommendations by updating OMB-approved reporting guidelines. Provide funding for AUCD to update NIRS accordingly.Where collection of specific data is not allowed by federal funders and/or cannot easily be measured, provide one-year funding to consortium of network members and external experts to collaboratively create evidence-based “indicators of high performance” that identify proven practices such as cultural brokering, mentorship, etc. that are known to improve diversity, inclusion, and cultural and linguistic competence.Example: High performance in integrated employment Create a common definition of diversity between AIDD and MCHB, recognizing that UCEDDs and LENDs are often intertwined. Common language reduces confusion.When DD Act is reauthorized and/or related federal regulations are updated, ensure it addresses diversity, inclusion, and cultural and linguistic competence as a high priorityWhen DD Act is reauthorized and/or related federal regulations are updated, AUCD, include cultural and linguistic competence as a core function of a UCEDDInclude cultural brokering as a discipline within UCEDD/LENDIdentify promising practices related to diversity, inclusion, and cultural and linguistic competence in annual reporting, final reporting, and all applications. Engage AUCD to package and disseminate information to network.AUCDReview results of network survey request related to reporting diversity, inclusion, and cultural and linguistic competence in NIRS. Collaboratively with data coordinators, other network members, and external experts, use findings to create field in NIRS for Centers to report on diversity, inclusion, and cultural and linguistic competence efforts, regardless of whether it is required for federal reporting. Collect information from this field to share strategies and successes within the network.UCEDD/LENDDevelop measurable goals/objectives related to increasing diversity and inclusion in each core function as well as trainees and personnel (regardless of whether funder requires this)Collect data on diversity of staff/faculty who get promoted and get tenure. Identify trends and develop plan to address disparities collaboratively with UniversityEnsure all trainees, faculty, and staff are entered in NIRS (trainees) or the AUCD Directory (staff & faculty). Ensure all have option to self-select their own race/ethnicity for reporting. This will improve accuracy and breadth of available data as network makes progress.Create and utilize funding sources to support diversity and inclusion effortsALLAIDD/MCHBWhere collection of specific data is not allowed by federal funders and/or cannot easily be measured, provide one-year funding to consortium of network members and external experts to collaboratively create evidence-based “indicators of high performance” that identify proven practices such as cultural brokering, mentorship, etc. that are known to improve diversity, inclusion, and cultural and linguistic competence.Example: High performance in integrated employment Increase funding in areas that address disparities, intersectionality of disability and other cultural identities, and diversity scholarship.Fund research that mandates diverse populations, and encourage other federal funders to do the sameProvide funding for cross-Center visits so programs can learn from each other’s successesRequire community collaborations, diversity, inclusion, and cultural and linguistic competence in funding opportunities. Require applicants provide related goals, objectives, and budget lines; and include in scoring guidelines.Fund trainee partnerships to between UCEDDs/LENDs and Minority Serving Institutions, community colleges, and other settings serving students who are underrepresented in graduate level training.Provide funding to implement Blueprint objectives and strategies to support diversity, inclusion, and cultural and linguistic competence. Consider seed or supplemental grants to dedicate staff time to realigning budgets, personnel, community relationships, language accessibility, cultural brokers, and grassroots changes to impact sustainable improvement in this area.Provide funding to AUCD to periodically update Blueprint, so information stays fresh and currentAUCDMCC should identify areas of disparities, intersectionality of disability and other cultural identities, and diversity scholarship, to recommend for funding to AIDD/MCHBDevelop and retain a cadre of subject matter experts who can provide TA and consultation to UCEDDs/LENDs. Utilize TA funds to compensate experts for their time where UCEDDs/LENDs don’t have available funding.Raise funds to provide scholarships to underrepresented trainees, staff, and faculty to attend AUCD conference, Disability Policy Seminar, leadership development training, and other opportunities.UCEDD/LENDIn developing grant applications from any funder, identify and highlight area of RFP that addresses diverse populations, cultural & linguistic competence, and/or inclusion. Focus heavily in those sections of the application, using the opportunity to strengthen partnerships with and address needs of underserved communities In developing budgets for grant applications, dedicate resources for participation by people who may not be literate, may not communicate verbally, or who may not speak English. Dedicate budget lines to language support including linguistic, interpreter, transcription, and translation services.Allocate core grant funding to diversity, inclusion, and cultural and linguistic competence efforts to support all projects, in recognition of this core topic. Identify areas where progress can be made without additional funding, and take steps to make improvements in those areas. When relevant funding becomes available, a record of progress in this priority area will be helpful to include in an application. ................
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