Tag: Cultural Awareness & Inclusion

Part 1 – TVR Process: Relationship Building and Cultural Significance

TVR agencies are authorized to provide services by section 121 of the Rehab Act and 34 CFR part 371. Section 103 of the Rehab Act is where the description of Culturally Specific services can be found. Culturally Specific services (also known as “Traditional Services”) are any services for a participant that reflect the cultural background of the participant being served that are necessary for their successful employment. Culturally specific services reflect a key difference between State VR and Tribal VR programs. Tribal VR programs operate with cultural understanding and values that are a foundation for employment success and they offer a greater understanding of the local, cultural, and familial needs of American Indian and Alaska Native participants.

Key Learning Outcomes

1. Promote awareness and understanding of part 1 of the AIVRS VR process and program services.
2. Recognize the need for relationship building and cultural significance in TVR.
3. Create a draft culturally appropriate model for their unique TVR program and identify how this model connects to the TVR process.

Braiding Possibilities for Indigenous Transition Youth Programs

The Native Center for Disabilities utilizes a braided Indigenous strength-based Decolonizing Disability approach of relationality, resilience, and respect with Indigenous methods of translating knowledge (e.g., storytelling) focused on cultural protective factors, in which the belonging aspect of being part of a culture and its traditions results in specific protective factors for those that belong, such as emotional wellbeing and resiliency in the face of negative outcomes. In addition to our Indigenous practice-based evidence, we utilized the following western-based evidence-based practices. Urie Bronfenbrenner’s Ecological Systems Theory, which views youth development ecosystems within the context of the system of relationships that form their environment. Broffenbrenner, who helped establish the federal Head Start program, defines complex layers of environment, including family and community environments and larger societal contexts, each having an effect on a youth’s development. Kohler’s Taxonomy (1996; Test, Fowler, et al. 2009) framework for planning, implementing, and evaluating comprehensive secondary transition programs with five areas of transition implementation: student-focused planning, student development, interagency collaboration, family involvement, and program structures. Students in programs are offered opportunities in work experience, self-care and independent living skills, and transition planning and support, based on the evidence linking specific in-school activities to positive post-school outcomes.

Key Learning Outcomes

1.Participants will identify 3 Indigenous practice-based programs for Native youth transition programs.
2. Participants will describe how Indigenous practice-based evidence is utilized to create inclusive and culturally responsive transition programs.
3. Participants will document how to braid diverse funding streams and partnerships to develop Native youth transition programs.

Technology for All: Learn How Alexa Is Helping Self-Advocates Gain Independence

For the last year, I have been training people with Intellectual and Developmental Disabilities to use technology. People are using Alexa and Siri and Google to remind them of doctor’s and other appointments, listen to music, setting up calendars, using the maps to find and get to places, doing grocery lists, reading their email and text messages and even feeling less lonely through interaction with Alexa and Siri.

There are a lot of recent research articles and task force reports on how states are implementing enabling technology to greatly benefit people in Waiver programs. I am working with Tennessee training people and with Georgia studying their current initiatives.

Some of the recent journal articles are:
Chadwick, 2023. “I would be lost without it but it’s not the same,” experiences of adults with intellectual disabilities of using information & communication technology during the COVID‐19 global pandemic. British Journal of Learning Disabilities. https://onlinelibrary.wiley.com/doi/pdf/10.1111/bld.12522

Donehower, 2022. Using Wireless Technology to Support Social Connectedness in Individuals With Intellectual and Developmental Disabilities: A Focus Group Study.

Tanis, 7/2021. Anchor Report: Advancing Technology Access for People with Intellectual and Developmental Disabilities Perspectives from Intellectual and Developmental Disability Service Providers Across the Nation.

Key Learning Outcomes

Participants will learn how to :
1. use Alexa for Zoom, and operating home devices like lights, temperature.
2. get help with reading, set calendars, and reminders.
3. make calls to friends and family over Alexa.

Building Capacity for Diverse Voices in Disability-Related Research

The evidence informing this presentation is a combination of lived experiences and literature. To illustrate, a recent research project exploring pregnancy in multiple marginalized communities shared with the lead presenter that they struggle to recruit participants which may be attributed to a lack of understanding on where these multiply marginalized communities (MMC) “look” for information related to research opportunities. Posting recruitment materials in churches, grocery stories, etc. may increase the number of participant responses. Additionally, given the NIH’s 2023 decision, we anticipate there will be an increase in the amount of funded research opportunities available to institutions, individuals, and organizations. Providing these entities with pragmatic strategies for building capacity and creating intentional research designs that incorporate the perspectives of MMCs, as determined by multiply marginalized individuals, is essential to ensure an intersectional framework is included in all phases of the research process, from recruitment to dissemination.

Key Learning Outcomes

1. Attendees will be able to identify systemic barriers (racism, sexism, ableism, etc.) that negatively impeded implementation of culturally-responsive disability-related research projects in multiply marginalized communities.
2. Attendees will explore varied empowering methodologies and theories that support culturally-responsive disability-related research that focus on capacity building and outreach in multiply marginalized communities.
3. Attendees will explore pragmatic, evidence-informed strategies for conducting culturally-responsive disability-related research within multiply marginalized communities.

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