Transcript Promoting Diversity in UCEDDs PPt

Promoting Diversity in the
UCEDD Network
Royal Walker
Institute for Disability Studies, University of Southern Mississippi
Barbara Wheeler
USC UCEDD
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Cultural Competence
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Cultural competence requires that organizations:
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have a defined set of values and principles, and
demonstrate behaviors, attitudes, policies and
structures that enable them to work effectively crossculturally.
have the capacity to (1) value diversity, (2) conduct selfassessment, (3) manage the dynamics of difference, (4)
acquire and institutionalize cultural knowledge and (5)
adapt to diversity and the cultural contexts of the
communities they serve.
incorporate the above in all aspects of policy making,
administration, practice, service delivery and involve
systematically consumers, key stakeholders and
communities.
Cultural competence is a developmental process that
evolves over an extended period. Both individuals
and organizations are at various levels of awareness,
knowledge and skills along the cultural competence
continuum. (adapted from Cross et al., 1989
Cultural Diversity
 Differences
in race, ethnicity, language,
nationality, religion, etc. among various
groups within a community.
 A community is said to be culturally
diverse if its residents include members
of different groups.
Racial/cultural/linguistic
Disparities
Refers
to differences in
outcomes due to:
Race
Culture
Language
A quick overview of the
evidence
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Evidence of Health Disparities:
Racial and ethnic minorities are
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MORE likely to
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Die from breast cancer, despite similar
mammography screening rates
Die from HIV/AIDS
Receive less desirable procedures, ie., lower limb
amputations for diabetes
Be diagnosed with severe MH disorders, i.e.,
schizophrenia
LESS likely to
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Receive routine medical procedures
Undergo bypass surgery
Receive kidney dialysis or transplants
Receive current Rx drugs for the same condition
IOM, 2002; Kendall & Hatton, 2002
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Educational Disparities: Brown v
Board of Education, 1954
• Separate is not equal
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Evidence of Disparities in
Education: Latinos
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While Latinos are not over-represented in special
education in general, English-Language
Learners (ELL) are seriously over-represented in
two categories of special education: (1) mental
retardation and (2) speech (LAS), especially at
the secondary level.
 The problem worsens over time with overrepresentation of ELL students in special
education emerging by grade five and
increasingly visible by grade twelve
Artiles, Rueda, Salazar, & Higareda, in press
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Aren’t R/C/L Disparities
about being poor?
 Even
with documented economic
gains for members of both majority
and minority groups in the past 20
years, health disparities between races
persist when SES is controlled for.
Institute of Medicine, 2002; Kendall & Jones, 2002
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Improving Cultural
Responsiveness of the System
and Promoting Equity
The Role and Contribution of
UCEDDs
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States with 30% or more
Minority Populations
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W
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W
W
N
W
W
W
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N
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Nevada
W
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California
N
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W
N
N
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Colorado
W
N
W
W
W
Massachusetts
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New
Jersey
Virginia
N
Illinois
Maryland
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N
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W
New York
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W
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Arizona
W
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W
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New Mexico
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N W
N
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W
W
W
Texas
North Carolina
W
W
N
N
Missi
ssippi
South Carolina
Georgia
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W
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W
W
Florida
Louisiana
N
Hawaii
Legend:Legend:
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Mission
N
Nirs
W
Website
30-39%
40-50%
51% or more
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UCEDD Projects: Training
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8 UCEDDs have a cultural diversity coordinator
Targeting under-represented minorities into
careers in MCH (Alabama St, and Civitan)
Cultural diversity training for EC professionals
serving Latino families (Arkansas)
Multi-cultural education (monograph) (Rose
Kennedy Center)
Cross-cultural competence training for MH
professionals (USC)
Navajo Nation Comprehensive System for
Personnel Development (New Mexico)
LEND programs with Cultural Competence
information
UCEDD Projects: Research
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M-C perspectives on self-determination (Hawaii,
USC, Kansas)
 Barriers to health services for people IDD from
immigrant communities (Minnesota ICI)
 NIH Partners in Research—Barriers to
participation in bio-medical autism Research for
Latino families (USC)
 Needs assessment of barriers to quality care for
Southeast Asians (UC Davis)
 Needs of families with internationally adopted
young children from China (Connecticut UCEDD)
UCEDD Projects: Community
Services and TA
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Developing culturally appropriate vocation rehab.
programs (NAU)
 Growing in Beauty partnership—IDEA services to
Navajo communities (NAU)
 Building capacity of minority CBOs (USC)
 Health Services project—Southeast Asian
immigrants (UC Davis)
 Project Bloom—developing CC services (JFK
Partners, Colorado)
 Colorado Family Support 360 (JFK Partners)
 Juniper Gardens Childrens Project (education,
primary healthcare, counseling, arts) (Kansas)
UCEDD Projects: Community
Services and TA (con’t)
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Primeros Pasos—EC intervention in Latino
Community (Johns Hopkins)
American Indian Disability TA Special Resource
Center (Montana)
Indian Childrens Program Specialty Resources
(New Mexico)
Cheyenne River Reservation/Pine Ridge
Reservation Dev. Clinics (South Dakota)
Project Early Reading Intervention and Project
World vocabulary development (Texas A&M)
Indian Childrens Program diagnostic and clinical
services (Utah State)
UCEDD Projects: Community
Outreach and Education
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Culture competence training for State Employees
(Illinois IDHD)
Training for child care providers on serving culturally
diverse children and families (Arkansas Partners for
Inclusive Communities)
Youth Development Training: Diversity and Assets
(Georgia UCEDD)
Transition training for American Indian educators and
Administrators (Minnesota ICI)
Training, Resources and Information for the
Advancement of Degrees for youth from underserved
areas (U. of Southern Mississippi)
Camino Seguro West—bilingual online information
and services database (Bolling Center, Tennessee)
Hispanic Disability Outreach program (Vanderbilt,
Tennessee)
Website in Spanish (Puerto Rico)
UCEDD Projects: Systems
Change
 National
Center on Cultural
Competence (Georgetown)
 NJ Statewide Network on Cultural
Competence (Boggs Center)
Improving cultural
responsiveness in the disability
field
Where do we go from
here?
Parallel Movements:
Finding the common ground