Diversity & Inclusion Blueprint DRAFT
Objectives, Audiences, Strategies, Resources, Examples
1. Create and promote a safe and inclusive environment
a. ALL
i. Recognize 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.
ii. Engage in activities to explore and identify organizational values related to
diversity & inclusion, and how to put those values into action.
iii. 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.
iv. Leaders at every level should promote diversity & inclusion as a priority. Leaders
motivate others, and model acceptance and inclusion both internally and
externally.
v. Self-reflection and self-evaluation are key. Deliberately explore unconscious
biases and attitudes. Always ask what can be done better, both individually and
organizationally.
1. Resource: https://implicit.harvard.edu/implicit/
vi. Offer on-site support to people with disabilities to ensure their access and
participation in all activities and conversations.
vii. 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.
1. Resource: Safe Space: A Tool for Allowing Deep and Consensual
Dialogue
viii. Incorporate creative activities addressing issues that are otherwise
uncomfortable.
ix. Obtain information from grassroots news sources that are trusted in diverse
communities, to understand perspectives of people living in those communities
1. Resource: www.motherjones.com/
x. Identify areas of shared interests and experiences to build connections between
individuals while respecting differences and diverse perspectives.
xi. Increase teamwork to ensure everyone’s voice is heard and understood, so all
have a chance to be a leader in different situations.
xii. Be aware of nonverbal body language, ensure clarity of information, and
provide support for people to engage.
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xiii. Encourage people to share their perspectives at the time they are ready, as
forced communication tends to increase discomfort.
xiv. Change approach based on type of work, technical versus adaptive.
xv. Identify and utilize conversation starters and icebreakers such as YouTube
videos.
xvi. Use a combination of evidenced based practices and tools, not one or the other.
xvii. Intervene when issues of bias arise.
b. AIDD/MCHB
i. Encourage and highlight grantee successes related to diversity & inclusion
through blog posts, website articles, workgroup participation, and other means.
c. AUCD
i. Encourage 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.
d. UCEDD/LEND
2. Develop infrastructure that supports inclusive and diverse activities
a. ALL
i. Be 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.
1. Resource: http://gucchdgeorgetown.net/NCCC/CLCADO/
ii. 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.
iii. Develop a subcommittee of Board, Advisory Council, or other appropriate body
with a focus on diversity, inclusion, disparities, and cultural & linguistic
competence
iv. Address diversity & inclusion in value statement for organization. Develop
language collaboratively with all members of organization, including counsel
and other external partners.
v. 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 function
vi. Ensure 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
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funding needed to support this effort. Where unanticipated program saving
arise, utilize them for these efforts.
vii. 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.
viii. 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.
ix. Offer on-site support to people with disabilities to ensure their access and
participation in all activities and conversations.
x. Leaders should educate selves in, and implement, change management
processes
1. Resource: http://www.change-management.com/tutorial-changeprocess-detailed.htm
xi. 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)
xii. 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 partners
xiii. Where additional ideas are needed, review diversity and inclusion initiatives,
blueprints, and strategic planning process from other organizations
1. Resources: (the ones that we used)
b. AIDD/MCHB
i. Align AIDD Strategic Plan for Diversity with the HHS Action Plan to Reduce Racial
& Ethnic Health Disparities
1. Resource: HHS Action Plan to Reduce Racial & Ethnic Health Disparities
ii. Prioritize this topic for singularly-focused TA Institute for grantees, so all must
engage with the topic
iii. Engage grantees and external stakeholders in strategic planning for diversity &
inclusion
c. AUCD
i. Multicultural 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.
ii. 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 & MCHB
iii. Consider a Diversity & Inclusion Council as an alternative to MCC and COCA
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iv. Provide tools for UCEDDs/LENDs to engage in strategic planning related to this
topic
v. Reduce 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
vi. Broaden and diversify Board of Directors. Expand eligibility to individuals
outside AUCD network to gain increasingly diverse perspectives and
partnerships
d. UCEDD/LEND
i. Funding 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.
ii. 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 State
iii. Include specific goals/objectives related to diversity & inclusion in strategic plan,
5-year plan, and other guiding documents and proposals
3. Hire and retain a diverse workforce of staff and faculty
a. ALL
i. Set a goal for diversity of staff/faculty (ex: 30% within 1 year, 50% within 2
years)
ii. Focus outreach to underrepresented staff/faculty to fill position vacancies
iii. Communicate with people personally, using as much connection as possible (inperson, skype, phone, email, email, social media) to enhance relationships from
first contact to schedule interviews, through entire hiring process and
throughout employment
iv. Systematically 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.
v. 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.
vi. Provide training to all staff and faculty on racism, bias, and microaggressions;
white privilege and systems of oppression; teaching diverse students and
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vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
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
mentorship
1. Resources: Cultural and Linguistic Competence Checklists for MCH
Training Programs
Navigate how to pay people with disabilities for their work without negative
impact on federal benefits such as Medicaid
Evaluate 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 evaluation
Create 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 competence
Recruit 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 efforts
Increase 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
environments
Incorporate self-assessments of cultural and linguistic competence, exploration
of bias and motivations, and related goal-setting into employee performance
appraisals and professional development plans
Leadership 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.
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xvii. Prepare for a sustained effort when recruiting in diverse populations. Budget for
it, outreach for it, be present for it consistently over time.
xviii. 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.
xix. Support development of Employee Resource Groups within workplace
1. Resource: Employee Resource Groups
b. AIDD/MCHB
i. Include requirements in UCEDD/LEND FOA/RFP that program has personnel
addressing diversity, inclusion, and cultural and linguistic competence
c. AUCD
i. Collect 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 competence
ii. Develop an employment matching program to support hiring of graduating
trainees within the network, especially for trainees of diverse backgrounds
d. UCEDD/LEND
i. Explore whether departments within the University are compensated for
recruiting minority faculty. Some Universities cover partial salary as an incentive
to diversify workforce.
ii. Consider “cluster hiring” for positions. Recruit underrepresented faculty around
a particular interdisciplinary theme (ex: aging and health for underrepresented
minority groups)
iii. Reach out to University human resources office to explore opportunities to
create pathways to leadership for UCEDD/LEND staff & faculty
iv. Encourage and support culturally relevant scholarly activities that acknowledge
and respect systems of healing that emerge from different traditions.
4. Establish collaborative relationships and share resources across network
a. ALL
i. Ensure clear expectations for action following every conference or meeting, and
in every collaboration. This will ensure that talk is followed by action.
ii. Contact people personally, using as much connection as possible (in-person,
skype, phone, email, email, social media) to enhance relationships
b. AIDD/MCHB
c. AUCD
i. Identify, share, and present successes in this area from UCEDDs/LENDs, through
website and training opportunities, so network members can learn from each
other
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ii. Integrate 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 & MCC
iii. Identify and share strategies of CACs and other advisory groups for
UCEDDs/LENDs who have succeeded in increasing member representation from
diverse communities
iv. MCC and COCA to host regional web-based meetings to share info addressing
regional trends, needs, resources, and strategies
v. Create clearinghouse of resources that UCEDDs/LENDs have created in other
languages, for sharing across network
vi. Collect and share Center goals and objectives related to diversity, inclusion, and
cultural and linguistic competence, so network members can learn from each
other
vii. Focus 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 network
viii. All AUCD Councils and SIGs take responsibility for implementing Blueprint in
areas that align with their missions
ix. Develop 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 resources
x. Create opportunities for ongoing engagement in AUCD network for staff,
faculty, and staff who retire or leave for other professional opportunities
xi. Stagger Council meetings at AUCD conference, so silos between Councils can be
broken down and MCC and COCA members can join and inform other Council
discussions
xii. Revise presentation of the public NIRS search and the network directory on
AUCD website to be more captivating as resources to connect with peers across
network
xiii. Offer live streaming of major AUCD conference and Disability Policy Seminar
events, encouraging participation by others who are unable to attend in person
d. UCEDD/LEND
i. Create opportunities for staff & faculty to work across disciplines and across
teams to enhance inter-office collaborations
ii. Ensure staff participation in MCC, and provide opportunities for information
flow in both between Center and Councils through staff participants
iii. Ensure CAC member (not just staff) participation in COCA, and provide
opportunities for information flow in both between CAC and Councils through
staff participants
iv. Use 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
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materials with results of participant comments. Share in Center and AUCD
newsletters and with COCA.
5. Develop and nurture partnerships with organizations representing or affiliated with diverse
communities
a. ALL
i. 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 relationships
ii. Remember 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.
iii. Participate in other organizations’ and communities’ activities and events to
build rapport
iv. Provide various ways for community members to give feedback and suggestions
v. Identify external organizations with common goals; form collaborative
partnerships to enhance each other’s work toward common goals
vi. Create 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 communities
vii. Bring in experts from diverse community/advocacy groups, or send staff to
unique conferences, to help inform team in areas where further awareness is
needed
1. Resources: Yes Institute, People’s Institute for Survival and Beyond
viii. Be 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.
ix. 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.
b. AIDD/MCHB
i. Develop 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
1. Resources: National Partnerships for Action to End Health Disparities:
http://minorityhealth.hhs.gov/npa/
ii. 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
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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.
c. AUCD
i. Broaden and diversify Board of Directors. Expand eligibility to individuals
outside AUCD network to gain increasingly diverse perspectives and
partnerships
ii. Broaden and diversify Councils and SIGs. Expand eligibility to individuals outside
AUCD network to gain increasingly diverse perspectives and partnerships
iii. Reduce 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
iv. Develop relationships with diverse organizations serving diverse cultural
communities who have state affiliates to broker relationships at both national
and state levels
1. Resource: Hispanic Health Professionals
2. Resource: Leadership Conference for Civil Rights and its member
organizations
3. Resources: National Partnerships for Action to End Health Disparities:
http://minorityhealth.hhs.gov/npa/
v. Offer live streaming of major AUCD conference and Disability Policy Seminar
events, encouraging participation by others who are unable to attend in person
vi. Reach out to recipients of NIDILRR field-initiated grants addressing diversity for
information and potential partnership
d. UCEDD/LEND
i. Collaborate with Direct Support Professional community to provide resources
on translation, interpretation and cultural brokering
ii. Spend time in communities, listening and building relationships. Identify the
trusted leaders within the community (formal and informal).
iii. 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.
iv. 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.
v. Create products reflecting the content of community meetings and
conversations
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1. Resource: Guam CEDDERS created a wall calendar prominently
highlighting quotes from community conversations, and is in the
process of developing Pacific Island Glossary
vi. After 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.
vii. 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.
viii. Join the Regional Health Equity Councils
1. Resource: Regional Health Equity Councils
ix. Reach out to recipients of NIDILRR field-initiated grants addressing diversity for
information and potential partnership
x. Support 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.
xi. 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.
xii. 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.
6. Provide and participate in ongoing training
a. ALL
i. Infuse experiential learning in trainings.
ii. Ensure all training opportunities embrace diversity.
iii. Identify opportunities to empower young adults.
iv. Identify leadership development and continuing education opportunities that
cultivate skills in diversity practices.
v. Model an organizational structure that values different perspectives and
participation by all regardless of race, ethnicity or ability.
vi. Partner with another national entity to develop a certification for training
around diversity and cultural and linguistic competence.
vii. Develop training curriculums that can be adapted to each population being
served
viii. Foster an environment that supports full participation in ongoing training. Be
strategic when scheduling to limit conflicting meetings or assignments.
ix. Infuse disability topics across disciplines. There are still several disciplines that
never touch on disability.
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x. 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.
xi. Partner with and utilize high level experts to provide training on race, ethnicity,
and health disparities to network members.
xii. Enlist consultants with similar values that focus on systemic not program point
of view.
xiii. Support UCEDDs in their attempts to institutionalize trainings and knowledge
b. AIDD/MCHB
c. AUCD
i. Provide recognition for participation in webinars. Have process in place so
participants can receive continuing education credits.
ii. Provide training and education specifically to those in leadership roles
iii. Produce a product that provides education on fostering careers for people with
disabilities in the network centers.
iv. Offer Leadership Institute in varying regions to allow for accessibility and
participation from network members.
v. 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.
vi.
d. UCEDD/LEND
i. Provide 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.
ii. 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.
iii. Provide opportunities for faculty and staff to visit centers and other
organizations that are making great strides in their diversity initiatives.
7. Establish mentorship programs to support professional development of staff, faculty and
trainees
a. ALL
i. Identify opportunities to empower young adults.
b. AIDD/MCHB
i. Provide financial support to allow for mentor support to trainees, faculty, and
staff
c. AUCD
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i. Develop a mentorship model that supports peer-to-peer mentoring of faculty,
staff, and trainees from diverse backgrounds across network centers
ii. Create a system that enables network centers to receive mentorship in their
diversity planning and initiatives.
iii. 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.
d. UCEDD/LEND
i. Incorporate 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.
1. Resource: NIDILRR-funded Employment Mentoring Model
8. Engage in pipeline activities for staff, faculty and trainees
a. ALL
b. AIDD/MCHB
i. Partner with other federal agencies/administrations to collaborate on their
minority pipeline initiatives, leaning on common goals to reduce disparities
1. Resource: Health Disparities Chart Book
c. AUCD
i. Collect and share success stories & strategies from across the network related
to pipeline development
ii. Develop an employment matching program to support hiring of graduating
trainees within the network, especially for trainees of diverse backgrounds
iii. Develop clearinghouse of relevant pipeline opportunities for Centers to partner
with and promote
iv. Establish partnership with Direct Support Professional community to develop a
pipeline and career path for DSPs into higher education and UCEDD/LEND
v. Apply for minority pipeline grant opportunities
d. UCEDD/LEND
i. Identify diverse trainees, staff and faculty; provide mentorship and professional
development with an eye toward hiring and/or promotion.
ii. Seek out and partner with existing pipeline efforts within the University
iii. Outreach into high school, community college, and undergraduate students to
build awareness and interest in careers and education in the disability field
iv. Seek out and partner with student recruitment efforts that reach into high
school and community colleges
1. Examples: : OHSU Summer Equity Intern Program, The Disparities
Solutions Center at Massachusetts General Hospital; UMKC Stem
Alliance
v. Apply for minority pipeline grant opportunities
1. Examples: GEAR-UP and BRIDGE to GEAR UP,
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vi. Create an undergraduate Disability Studies minor to help build student interest
in pursuing graduate studies in UCEDD/LEND
9. Recruit and retain a diverse trainee pool
a. ALL
i. Contact people personally, using as much connection as possible (in-person,
skype, phone, email, email, social media) to enhance relationships
ii. Set 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.
b. AIDD/MCHB
i. 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.
c. AUCD
i. Develop 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.
ii. 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?
iii. Seek out and create a clearinghouse of scholarships and fellowships for trainees
to engage in research related to diversity, inclusion, and cultural and linguistic
competence
iv. Provide TA and training on the family component, including family faculty and
family trainees.
d. UCEDD/LEND
i. Set a goal for diversity of trainees (ex: 30% within 1 year, 50% within 2 years)
ii. Set goal for diversity of families involved in UCEDD/LEND who provide family
training experiences to trainees
iii. Make 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.
1. Resource: TRIO/Upward Bound programs
iv. Help 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.
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v. 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.
vi. Identify colleges within University that succeed in recruiting diverse student
populations, and develop collaborative partnerships and strategies.
vii. Recruit trainees and provide disability awareness information/events at all
university student clubs, including various cultural clubs, fraternities, and
sororities
viii. Ensure 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, firstgeneration, or immigrant students may lead and put in place supports to aid
retention
ix. Encourage and support culturally relevant scholarly activities that acknowledge
and respect systems of healing that emerge from different traditions.
x. Include family trainees in clinical training
xi. Infuse principles of family-centered care and shared decision-making within the
training program
xii. 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.
xiii. Incorporate cultural and linguistic competence into every class, workshop, and
other training
10. Provide accessible, culturally and linguistically competent services
a. ALL
i. Review 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.
ii. 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.
iii. 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 disabilities
iv. Comply with federal guidelines addressing access and inclusion: Executive order
13116, Title VI Language access act, CLAS Standards
1. Resources: 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
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Persons with Limited English Proficiency, Limited English Proficiency
clearinghouse, Title VI of Civil Rights Act of 1964 and related guidance
b. AIDD/MCHB
i. Comply with Section 508 of the Rehabilitation Act
1. Resource: Section 508
c. AUCD
d. UCEDD/LEND
i. Provide opportunities for clinicians and other service providers to analyze and
confront their own biases before working with people from diverse
communities
ii. Support all service providers to recognize their services as a necessity rather
than a luxury
iii. Provide services that are relevant and accessible, meeting the needs of the
people and families receiving services.
iv. 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.
v. Ensure family support services address all the ways in which families seek or
want support, and are respectful to families
vi. Advocate for family-centered care and shared decision-making within the
healthcare system
vii. Make services available and accessible in multiple locations in communities, not
just at University, hospital, or Center
viii. Evaluate specific practices and interventions to see how they are (or are not)
culturally competent. Collaborate with community in effort.
ix. Together with community members, document the cultural adaptations being
made with evidence-based or other programs/services so these can be shared
widely with others
11. Conduct research that is responsive to needs of and engages with underserved communities
a. ALL
b. AIDD/MCHB
c. AUCD
i. MCC should identify areas of research needed in disparities, intersectionality of
disability and other cultural identities, diversity scholarship, and community
engagement
d. UCEDD/LEND
i. Connect 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.
ii. Engage communities and people with disabilities in defining research questions,
research design and conduct, and reporting results
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1. Resource: Community-Engaged Research with Community-Based
Organizations
12. Address language, culture and literacy barriers in all published materials
a. ALL
i. Identify existing cultural broker organizations who provide services
ii. Create and disseminate materials that are accessible and culturally and
linguistically responsive. Know and serve the audience based on their needs.
iii. Collaborate with community members and governing officials who have unique
partnerships and relationships with diverse communities.
iv. Develop materials that can be customized by other organizations and
community members for varying audiences and communities
v. Collect stories and champion the voices of the community. Develop trust.
vi. Provide opportunity for feedback and evaluate the effectiveness of the
materials being shared.
vii. 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.
viii. Caption all video resources, including webinars and videos.
1. Resources: http://www.captioncolorado.com/ ,
http://www.captionfirst.com/ ,
http://main.wgbh.org/wgbh/pages/mag/
ix. 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.
x. Ensure all materials are accessible (large print, plain language)
xi. Write program manuals using plain language that can be understood by all.
xii. 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.
xiii. 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.
xiv. Infuse cultural aspects into all materials. Engage community members, experts,
or other organizations if needed.
xv. Engage and support participation by self-advocates in the development and
dissemination of materials.
b. AIDD/MCHB
i. Distribute information gathered by AUCD in AIDD Newsletter to enlarge
outreach.
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ii. Ensure accessibility of materials, including website, communications and
presentations, set an excellent example for the network and other federal
agencies.
iii. Allow for cultural brokers and language service providers to become
fellow/trainees.
c. AUCD
i. Support network member’s community development planning around cultural
diversity, cultural and linguistic competence, and language access
ii. Create a central location for network members to access appropriate translation
resources and language service providers. Negotiate reduced rates for network
members.
iii. Ensure that all materials developed by member programs follow accessibility
and infusion guidelines
iv. Provide standards and guiding questions for material development.
v. Identify guidelines for working with diverse groups via translation,
interpretation, and cultural brokers
1. Reference: NCCC
vi. Include a diversity header as an area of funding in AUCD Funding Opportunities
Newsletter
vii. Highlight stories, programs and activities of members of the network.
viii. 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.
ix. 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.
x. Host information sharing opportunities geared towards those who are in the
developmental or early stages of their diversity planning or initiatives.
xi. Identify and disseminate webinars hosted by other organizations that align with
diversity.
xii. Establish an interactive listserv that allows members to streamline how and how
often information is received over email. Daily or weekly summary.
xiii. 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.
d. UCEDD/LEND
i. Develop relationships with bilingual or multilingual volunteers in the community
ii. 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.
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13. Establish guidance and measure progress toward diversity, inclusion, and cultural and linguistic
competence
a. ALL
b. AIDD/MCHB
i. New 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
ii. 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.
iii. 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.
iv. 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.
1. Example: High performance in integrated employment
v. Create a common definition of diversity between AIDD and MCHB, recognizing
that UCEDDs and LENDs are often intertwined. Common language reduces
confusion.
vi. 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 priority
vii. When DD Act is reauthorized and/or related federal regulations are updated,
AUCD, include cultural and linguistic competence as a core function of a UCEDD
viii. Include cultural brokering as a discipline within UCEDD/LEND
ix. Identify 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.
c. AUCD
i. Review results of network survey request related to reporting diversity,
inclusion, and cultural and linguistic competence in NIRS. Collaboratively with
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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.
d. UCEDD/LEND
i. Develop 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)
ii. Collect data on diversity of staff/faculty who get promoted and get tenure.
Identify trends and develop plan to address disparities collaboratively with
University
iii. Ensure 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.
14. Create and utilize funding sources to support diversity and inclusion efforts
a. ALL
b. AIDD/MCHB
i. 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.
1. Example: High performance in integrated employment
ii. Increase funding in areas that address disparities, intersectionality of disability
and other cultural identities, and diversity scholarship.
iii. Fund research that mandates diverse populations, and encourage other federal
funders to do the same
iv. Provide funding for cross-Center visits so programs can learn from each other’s
successes
v. Require 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.
vi. 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.
vii. 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,
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community relationships, language accessibility, cultural brokers, and grassroots
changes to impact sustainable improvement in this area.
viii. Provide funding to AUCD to periodically update Blueprint, so information stays
fresh and current
c. AUCD
i. MCC should identify areas of disparities, intersectionality of disability and other
cultural identities, and diversity scholarship, to recommend for funding to
AIDD/MCHB
ii. Develop 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.
iii. Raise funds to provide scholarships to underrepresented trainees, staff, and
faculty to attend AUCD conference, Disability Policy Seminar, leadership
development training, and other opportunities.
d. UCEDD/LEND
i. In 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
ii. 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.
iii. Allocate core grant funding to diversity, inclusion, and cultural and linguistic
competence efforts to support all projects, in recognition of this core topic.
iv. 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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