Disability in Specialized MCH Training Opportunities within Accredited Master of Public Health Programs: A Scoping Review of Required Courses

Many Master of Public Health (MPH) programs include specialized training opportunities for students in the area of Maternal and Child Health (MCH). Examples include full MPH degrees, concentrations, specializations, and graduate Certificates. A scoping review was conducted to assess for disability based on the course title and description of all required courses within these specialized MPH MCH training opportunities. Findings will inform future directions for curriculum development and enhancement.

Feasibility and Impact of Utilizing a Multi-Tiered Professional Development Framework to Improve Support for Autistic Learners in Tennessee Schools

Participants will learn about a statewide framework for professional development in partnership with the Tennessee Department of Education. Professional development and technical assistance are provided utilizing a multi-tiered approach to meet the diverse needs of educators and districts across Tennessee. This model of professional development is intended to increase educator capacity for meeting the diverse needs of autistic and neurodiverse learners.

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Interprofessional Preparation for Related Services Personnel Serving Students With Disabilities

Students in health disciplines engage with special education populations during clinical training.. However, the application of health supports in school environments requires knowledge, skill, and adaptations for the education landscape. This program introduces graduate students in health professions to these interventions today so they are prepared for future work in school settings. Data from program implementation will be shared along with personal stories from scholar participants.

Infusion of IDD into Einstein Medical School Education: A Step Into the Past and A Leap Into the Future

As a result of AADMD American Academy of Developmental Medicine and Dentistry, funding, this poster explores the inclusion of medical curriculum related to improving healthcare for those with intellectual and developmental disabilities at the Albert Einstein College of Medicine curriculum. In addition, as an unexpected outgrowth of this effort, medical student involvement with disability related initiatives will also be addressed.

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Including People with Lived Experiences in ECHO Hub Teams: Creating More Inclusive Communities of Practice

Project ECHO is a model which provides training and mentorship to create virtual communities of practice. ECHO sessions address gaps in health, education, and other systems. While more ECHO programs have begun to include people with lived experiences in their planning teams, there is still an inclusion gap. This session will discuss the need to better integrate people with lived experiences into ECHO programs, including best practices and potential challenges.

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Refining a Universally Designed Curriculum: Successes, Challenges, and Future Opportunities for Integrating the Self-Advocacy Discipline

The self-advocacy discipline strengthens LEND's interdisciplinarity, bringing perspective to the teaching and learning experience of LEND trainees, faculty, and staff. The NH-ME LEND program fully integrates the self-advocacy discipline within our long-term training program including seminar, clinical, and leadership activities. This poster outlines successes, challenges, and future opportunities of our curricular application of universal design principles. We share specific strategies for AUCD attendees to consider for their programs.

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Disability Allies: Increasing Disability Awareness and Inclusion Through Strategic Training

Providing training to pre-service students, professionals, families, and other stakeholders is crucial for the awareness and inclusion of individuals with disabilities across all settings. Participants will learn how West Virginia's UCEDD developed an Allies Training Series including 4 foundational disability courses which are offered virtually once per month with a goal of increasing knowledge and understanding, providing helpful resources, and identifying appropriate referrals for individuals with disabilities.

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Team Participation Enhancement of Cincinnati Children Hospital Medical Center's (CCHMC) LEND's Interdisciplinary Team (ITT)

This proposal involves the enhancement of CCHMC's LEND's Interdisciplinary Team Training. Two different team enhancement interventions were implemented on the two interdisciplinary teams of clinical and non-clinical trainees. The work our team will present at AUCD will include the feedback provided by all the trainees. Pre and post survey feedback will be used in future LEND cohorts to enhance participation and collaboration. This proposal is relevant to all disciplines.

UConn UCEDD's Certificate of Interdisciplinary Disability Studies in Public Health: A Follow-Up Evaluation

The UConn UCEDD developed the four-course, online Certificate of Interdisciplinary Disability Studies in Public Health in 2014 to address the lack of disability content in graduate public health education. A follow-up evaluation was conducted of to assess academic and employment outcomes of former students who completed at least one Certificate course.

Learning Priorities for Early Childhood Developmental Disabilities Care Professionals

Mental, emotional, developmental, and behavioral (MEDB) health concerns are rising in the pediatric population. Children with these disorders are cared for by a breadth of interdisciplinary professionals, including teachers, speech, occupational, and physical therapists, primary care providers, and mental health professionals like therapists, and psychologists. We surveyed a wide range of these professionals working in underserved areas to identify their learning needs and develop targeted educational curricula.

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A Novel Method of Familiarizing Young Professionals to the Lived Experience of Individuals with Intellectual and Developmental Disabilities

Description of unique method of Community-Clinic Collaboration experiential and didactic learning sessions in the LEND curriculum that combine foundational knowledge, lived experience from individuals with intellectual and developmental disabilities (IDD) and their families, and community engagement to gain a 360 perspective of those with IDDs to support inclusive and equitable care, accessibility, and improve their advocacy within their professional and community roles.

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Evaluation of the Kansas LEND Curriculum Impact: Training Stronger Together

This poster will provide an overview of the components of Kansas LEND program, approaches to evaluation of LEND curriculum impact on Kansas LEND Long Term Trainees over the past 3-5 years, and our efforts to respond to feedback and enhance the Kansas LEND curriculum. This session is relevant to faculty and trainees from LEND programs and covers 10+ disciplines included in the Kansas LEND program.

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Understanding Autism Spectrum Disorder and Early Intervention: An Introductory Workshop for Healthcare Providers and Students

This session discusses the outcomes of an introductory workshop on Autism Spectrum Disorder (ASD) and early intervention. Participants received training and resources on ASD diagnosis and learned how to refer patients to early intervention. The workshop revealed that while all participants had encountered ASD patients, only 37.5% had recommended early intervention. This session is relevant for healthcare professionals and students including physicians, nurses, occupational therapists, and public health professionals.

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Student Perceptions of Collaborative Practices in an Adapted Physical Activity Practicum Course

Multiple professional organizations recognize multidisciplinary collaboration as a necessary skill for preservice physical education teachers to develop. This study explored how preservice physical education student teachers experience collaboration within an adapted physical education practicum. We learned that preservice physical education students typically have less experience working with individuals with disabilities but found collaborations with others in the practicum program to be more effective and satisfying.

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LEND Models of Clinical Education to Promote the Expansion of Service Delivery and Inclusive Practices

This session describes a model of clinical care and education utilized in the Arkansas LEND program. We discuss the creation and implementation of healthcare models that prioritize patients and families with disabilities. We explore the process of incorporating disability perspectives into clinical care to create a more patient-centered and family-centered approach that benefits everyone.

Partnering with Communities with Community-Based LEND Fellow Projects

The Minnesota Leadership Education in Neurodevelopmental (MNLEND) Program's mission is to develop the next generation of interdisciplinary leaders in the neurodevelopmental disabilities (NDD) field. Fellows are trained in leadership skills that will enable them to navigate and collaborate across the many disability fields. Fellows each complete community-based projects to support communities to help to improve quality of life for people with NDD and their families.