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Cover page for A Collaborative Interagency, Interdisciplinary Approach to Transition from Adolescence to Adulthood A Comprehensive Approach to Transition cover Achieving Culture and Linguistic Competence in Information Dissemination Activities Cover.

This paper was written for and by directors and staff of the networks of University Centers for Excellence in Developmental Disabilities Centers and the Leadership Education in Neurodevelopmental Disabilities programs. It is intended for faculty, staff, trainees, individuals with disabilities, and family members in these two networks as well as policy makers and partners in local and state disability organizations and agencies. The paper aims to promote a dialogue among key stakeholders and to facilitate their engagement in pursuing a more comprehensive, coordinated, supportive, and successful transition process for youth with disabilities from adolescence to young adulthood.

Members of the Association of University Centers on Disabilities (AUCD) have produced this paper because they want to help people to work together to support the self-determined transition of youth to adulthood and community life. Self-determination means that people have a say in the important decisions of their own lives. Transition means moving from one place or stage of life to another.

The following guidelines, developed by AUCD in 2013, are not intended to be either requirements or a checklist that guarantees a product or piece of information is appropriate to all audiences. Rather, we hope that this document will serve as a point of reference and stimulate careful consideration for anyone writing or producing information for any audience.

Considerations for Culturally and Linguistically Competent Presentations Ensuring Cultural and Linguistic Competence in Meeting Planning and Activities cover Cover for Native American Developmental Disabilities Needs Assessment

When preparing a presentation for any audience, there are several considerations to keep in mind to ensure the presentation is fully takes into consideration cultural and linguistic differences of the audience and information being presented.

When planning a meeting, there are several aspects to keep in mind to ensure the activity fully takes into consideration potential cultural and linguistic differences of attendees and participants.

The report provides information about the availability of services and support for individuals with developmental disabilities (DD) and their families, the needs of DD tribal members and their families, and tribal members' familiarity and contact with the DD Network agencies.

Cover for UCEDD Minority Partnership Grants Evaluation Report, Clarke, T. & Majewski, K. Association of University Centers on Disabilities, 2013. Accessibility Toolkit for Funders Who Support Self-Advocacy Organizations Grant Writing and Grant Management Toolkit for Self-Advocates Cover

This report was developed to guide University Centers for Excellence in Developmental Disabilities (UCEDDs) and Minority Serving Institutions (MSIs) by revealing strategies, highlighting accomplishments and outcomes of the projects, and identifying lessons learned by grantees as well as provide recommendations for UCEDDs, AIDD, and AUCD.

This toolkit is designed to help funders who are interested in funding self-advocates and self-advocacy organizations to have a better understanding of how to work best with people with disabilities, and make sure their needs are met throughout the grant process.

This toolkit is organized to help you answer questions that you might have when you are applying for a grant. A checklist is provided for easy reference (see Appendix A). Words that are bolded will be in the glossary at the end of the toolkit (see Appendix B). Examples (see Appendix B-D) are also provided for grant announcements and applications. Resources for additional grantwriting information are in Appendix F. Think of this as a road map. The beginning is always a good place to start.

Quick Start Guide to Educating Policy Makers cover National Gateway to Self-Determination cover Strategies to Incorporate People with the Voices of People with Significant Disabilities in UCEDD Information Gathering and Operation

Members of the AUCD Network have a Congressional mandate to educate policy makers. This guide describes the processes involved in legislation and provides suggestions for maximizing the effectiveness of your interactions with policymakers.

People who are self-determined know what they want and how to get it. They choose and set goals, then work to reach them. They advocate on their own behalf, and are involved in solving problems and making decisions about their lives.

Given the importance of needs assessments and other information-gathering to UCEDD planning and operations, it is critical that information be gained from a wide spectrum of individuals with disabilities and their families. For this report, we sought out strategies on how best to include the voices of people who many not have been typically included in UCEDD needs assessments or CACs and who, by the nature of their disabilities, face significant barriers to participation.

UCEDD Self-Determination Self-Assessment Checklist cover The Purposeful Inclusion and Support of People with Disabilities in LEND Training Obesity and Individuals with Intellectual and Developmental Disabilities, A Research to Policy Brief

The UCEDD Self-Determination Self-Assessment Checklist provides the UCEDD with a straightforward tool and process to determine the degree to which its policies, practices, and personnel, at a given point in time, are promoting self-determination for people with intellectual and developmental disabilities (I/DD) and their families. The result will be a profile of the organization's performance that can be used to identify areas to strengthen, and to suggest resources and strategies for desired improvements.

This document briefly describes the major challenges associated with the inclusion and support of people with disabilities in the interdisciplinary training context, offers strategies that programs are currently implementing to address the identified challenges, and identifies some of the themes that emerged from successful LEND programs' experiences across four topic areas.

Obesity is an increasingly common condition that is characterized by an increase in the number and size of fat cells in the body. Obesity rates are a concern for the general population, but research findings consistently report even higher rates of obesity among individuals with intellectual and developmental disabilities (IDD). The Centers for Disease Control and Prevention report approximately 35% of the general population is obese, while the rate of obesity among adults with IDD is as high as 58.5% in the United States. The consequences of obesity predispose adults with IDD to a greater risk of secondary health conditions that can impair their health status and quality of life.

Interdisciplinary Genetics Competencies for LEND Trainees Health Care Reform: A Research to Policy Brief HealthMatters for People with Intellectual and Developmental Disabilities: Building Communities of Practice for Health
These genetics competencies were created out of an expressed need for LEND trainees to receive additional training regarding the role that genetics may play in the lives of individuals with neurodevelopmental and related disorders. The purpose of this document is to serve as resource for LEND programs for those programs desiring to strengthen their genetics content. It is not intended to serve as a mandate or requirement, but rather to provide specific guidance in achieving basic and advanced competencies in genetics. Since its passage, the ACA has extended health insurance coverage to approximately 20 million people and contributed toward slower growth of health care costs. The ACA contains many provisions intended to ensure accessible, comprehensive, affordable, non-discriminatory coverage for consumers, especially people with disabilities. The emergence of accessible health promotion initiatives for people with intellectual and developmental disabilities (IDD) over the past 20 years demonstrates great promise for improving their health status. However, people with IDD continue to experience numerous age-related health issues and often lack control over environments and practices that impact their health. Just as in the general U.S. population, a great challenge remains to lower obesity levels, increase physical activity, and improve diets among people with IDD.
Policy to Practice: Falls in Adults with Intellectual Disabilities Including People with Disabilities: Public Health Workforce Competencies Bridging the Aging and Developmental Disabilities Service Networks: Challenges and Best Practices
One out of every three adults aged 65 years or older in the general population falls at least once each year. For adults with intellectual disability (ID), the prevalence of falls is even higher with studies estimating a fall rate ranging from between 29% to 70%. Falls are a major cause of serious injury and hospitalization, and an important public health concern. Using baseline data from the Longitudinal Health and Intellectual Disability Study, we examined the prevalence of falls and potential risk factors for falls in adults with ID. The Association of University Centers on Disabilities (AUCD) would like to announce the release of the Including People with Disabilities: Public Health Workforce Competencies. The Competencies outline recent advances in knowledge and practice skills that public health professionals need to include people with disabilities in the core public health functions - Assessment, Policy Development and Assurance. The Competencies have been developed by a national committee comprised of disability and public health experts. The purpose of this publication is to enhance the knowledge and skills
of professionals and graduate students who compete for federal grants.
The material is designed for individuals with no experience or only
limited prior experience in seeking competitively-awarded, public funds
from federal agencies.
2018 Congressional Autism Caucus Your Role in Policy Advocacy as a Federally-Funded Program Inclusive Emergency Management Preparedness, Response, and Recovery
Learn about the members of the Autism Caucus, which was founded by Representatives Mike Doyle (PA) and Chris Smith (NJ) who also Co-Chair the Coalition for Autism Research and Education ("CARE" or "Autism Caucus"), the first-ever Congressional Membership Organization dedicated to autism advocacy on Capitol Hill.
All AUCD Network members have some responsibility to be engaged in policy education and systems change. Policy education entails informing a person or organization about policy. "Informing" is a key word because it is different than "advocating" for a specific position or action. Providing information about policy options for systems change may be different than advocating for specific policies, so these are important distinctions to remembering understanding your federally-funded role at a LEND, UCEDD,DBP, or IDDRC. Although policy education and systems change are both required roles for all AUCD Network organizations, there are also limitations, permissions, and exceptions with respect to policy education and systems change activities that apply to federally funded Centers and Programs. In the spring of 2018, the Association of University Centers on Disabilities (AUCD) conducted telephone interviews with University Centers for Excellence in Developmental Disabilities (UCEDD) in the US Territories of Guam, Puerto Rico, American Samoa, and the U.S. Virgin Islands regarding emergency preparedness in the Territories, the impact disasters have on children and adults with disabilities, the individuals who serve these populations, and the role each center plays during and after a disaster. This white paper provides summarizes key learnings from recent disasters impacting specific Territories and policy recommendations for UCEDDs, as well as government leaders at the Federal, State, and Territorial levels.
Image of  jungle gym with the text Addressing the Policy Tangle: Students with Intellectual Disability and the Path to Postsecondary Education, Employment and Community Living Image of the US Capital with the words Voting across it. Contacting Congress
The Association of University Centers on Disabilities (AUCD) and National Down Syndrome Congress (NDSC) released a comprehensive report - Addressing the Policy Tangle: Students with Intellectual Disability and the Path to Postsecondary Education, Employment and Community Living - on implementation problems with using federal IDEA and vocational rehabilitation (VR) funding for postsecondary students with intellectual disabilities (ID). Voting is one of the most important rights of a US citizen. It allows
people to choose leaders they feel will best represent their needs on
the local, state, and federal levels. You can make real change by being
an educated voter in your community.

The United States Congress is the federal law-making body of the United States of America. The main job of Congress is to make laws that affect our daily lives and protect our rights. It is made up of two houses, the Senate and the House of Representatives. Senators and House Representatives are both elected by the voters of their state. This short, easy-to-read document from AUCD explains the What, Why, Who, and How of Contacting Congress.