Elio McCabe

Discipline: Self-advocacy, policy

DC- Georgetown University Center for Child & Human Development, UCEDD

I am the policy manager for the Autistic Women & Nonbinary Network. I have a J.D. from Quinnipiac University School of Law, where I learned to collaborate across specialties. I am an internationally exhibited artist and a bubble tea connoisseur.

Image Description:  A black and white photo of a youngish, light-skinned person with glasses and hair that is cropped short on one side and long and wavy on the other side.

1. How can you make sure places in your community are inclusive?  

It is vital to make accommodations. Whether those accommodations are thinking in terms of universal design or simply inter-person communication, accommodations are essential to a diverse environment.

2. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

We used community guidelines to create a welcoming environment. Our community guidelines were written collaboratively; they are a promise to each other to treat one another with respect and honesty. 

Social Media: 

Instagram: @c.olor.c.ode 

Linkedin: www.linkedin.com/in/elio-c-m-mccabe-26aa0063 

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Pedro Serrano Mejia

Discipline: Social Work

FL- Florida Center for Inclusive Communities, UCEDD

Pedro Serrano-Mejia, MSW lives in Tampa, FL. He has received a Bachelors in Social work with a minor in Forensic Behavioral Health, as well as a Masters in Social Work both at the University of South Florida. Currently he works within the nonprofit agency Champions for Children, as a Family Champion. In his free time he spends time with family, takes the occasional trip, and is an avid sports watcher.

Image Description:  In this headshot photo is a Hispanic male with long curly black hair wearing brown glasses. He is wearing a navy blue long sleeve shirt with light blue and gold vertical stripes. The background of this picture is full of greenery and natural lighting.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

At the University of South Florida, School of Social Work, I see inclusivity at all levels of our community. This spans from faculty, students, and non-traditional members. The community emphasizes advocating for marginalized members, and seeks to bridge those gaps in form of trainings, testimonials, and peer support.

2. How can you make sure places in your community are inclusive?  

Personally, I stay up to date with legislative issues and do my best to find up-to-date information to best assist marginalized members within my community. Recently, I led a training that allowed social work students across the State of Florida to be prepared when advocating for marginalized individuals' rights at the state level during our lobby day. This opportunity allowed me to disseminate accurate factual information relating to individuals with disabilities, those who have immigrant status, and those who are at high risk of low socioeconomic status. I strive to continue advocating for these individuals at this micro level but also at the mezzo level within the systems I interact with at a daily rate.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

The FCIC has provided multiple experiences that have fostered a sense of belonging. Dr. Laura Rodriguez Lopez, has provided countless trainings to myself and peers relating to inclusivity, with evidence based practices and cultural awareness. I am grateful to be a part of the FCIC and highly recommend their program to other social workers that I interact with. 

Social Media: 

Twitter: https://x.com/PedroSerrano434

Linkedin: www.linkedin.com/in/pedro-serrano-mejia-msw-00595a101 

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GA- Center for Leadership in Disability at Georgia State University, LEND

Natasha Nelson, aka Supernova Momma, is a self and family disability advocate, Certified Positive Discipline Educator, Certified NAMI Family Support Group Facilitator & 2023-2024 Center for Leadership in Disability Georgia State University UCEDD LEND trainee. Natasha is from Rome, Georgia, and has a loving spouse and two daughters. She is the Founder and CEO of Supernova Parenting, a nonprofit dedicated to empowering parents and caregivers of color facing mental illness, neurodivergence, and intellectual developmental disabilities. Natasha and her family are featured in the documentary Navigating Autism in Communities of Color by the Multiple Autisms Collective. She is also a member of the Positive Discipline Association, Autistic Self Advocacy Network, and National Alliance on Mental Illness.

Image Description:  head shot of a light skinned Black woman with long ginger logs in a half up half down style. She's turned to the side with a white collared shirt and a dark blue suite top.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Recently, I was a panelist at the Ramp Your Voice 10th anniversary conference. Illuminating the Richness of Black Disabled Voices. It was a virtual conference that included ASL interpreters, captions, seated yoga, visual descriptions, music breaks, and so many methods of inclusion and accessibility. It was so motivating. It made the conference and community so much stronger.

2. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

My nonprofit, Supernova Parenting, works to empower caregivers and parents of color facing mental illness, neurodivergence, and intellectual developmental disabilities. We foster belonging by ensuring every employee and partner is a person or caregiver of color facing mental illness, neurodivergence, or intellectual developmental disabilities by providing education, resources, an annual summit, and National Alliance on Mental Illness (NAMI) Family Support Groups. 

Social Media: 

Facebook: https://www.facebook.com/SupernovaMomma 

Instagram: https://www.instagram.com/supernovamomma/ 

Twitter: https://x.com/SupernovaMomma 

Linkedin: https://www.linkedin.com/in/supernovamomma/  

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Discipline: Family Advocacy

GA- Center for Leadership in Disability at Georgia State University, LEND

Mariana is a passionate disability policy and rights advocate who saw the need for culturally centered aid and founded the Latinx Disability Association. She was previously a GALEND and AUCD Diversity Fellow. Mariana works with various nonprofits such as GALEO and Spectrum and was recently awarded 30 under 30 and InCommunity's Community Service and Leadership Award. She holds a Bachelor of Science degree in Psychology with a minor in Spanish and sociology and a Master's in Public Administration.

Image Description:  Mariana is a Hispanic women in her mid twenties. She is wearing a beige shirt with her arms crosses. She has medium length black hair with blonde highlights and a closed mouth smile.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Many disability and community advocacy groups have pushed to collaborate together since the pandemic to increase inclusive policies and make sure our voices are heard in policymaking processes. Disability groups are offering translation of documents, interpreting services, and bilingual resources. This enhanced solidarity has allowed us to increase awareness and become empowered through one another. We can combine "nothing about us without us" and "If not us, then who?" the respective community mottos to create an inclusive and accessible community.

2. How can you make sure places in your community are inclusive?  

The Latinx community has always had a collective mindset to help one another, and through engagement, we can identify specific needs. This has included inclusive hiring practices and ADA-compliant buildings for Latinx businesses in Georgia. Language accessibility is a huge need, especially in plain language and in Spanish, but also for interpreters and translated materials. To maintain these needs, we continuously review the effectiveness and look for ways to improve.

Social Media: 

Instagram: @lda_ga

Linkedin: www.linkedin.com/in/mariana-ortiz-354088173

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Kincaid Moberly

Discipline: Sociology, self-advocacy

ID- Center on Disabilities and Human Development, UCEDD

Kincaid is an undergraduate student in Sociology at the University of Idaho. He is a trainee at the Center on Disabilities and Human Development, where he conducts research and supports policy and advocacy programs. When he’s not working, he’s spending too much time playing video games.

Image Description:  Kincaid, a white man with short brown hair, is standing outside on a sunny day in front of green shrubbery. He is wearing a black t-shirt and smiling.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

 Inclusivity is a feeling of belonging, a practice of empathy and community-centered action, and a sign of a healthy and supportive environment. I've learned to recognize inclusive groups through their active efforts to support accessibility and equality in their space. The CDHD has taught me about inclusion by having me be a part of their active efforts. I've witnessed self-advocates, family members, providers, legislators, lobbyists, and community members come together to share their diverse perspectives and address ongoing issues happening in their homes, communities, and across the state. Their work is meaningful and necessary to improve the quality of life for thousands of people in Idaho. Strengthening a community means uplifting one another for the sake of a better present and future.

2. How can you make sure places in your community are inclusive?  

Look around. Notice who's missing. Listen when people say they don't feel welcome. Oftentimes, the responsibility of inclusivity is placed on the people being excluded. They are the ones who are forced to speak up and make room for themselves. To make communities inclusive, we need to be proactive in fostering welcoming environments and social spaces. Inclusive communities consider the various abilities and needs of community members when making decisions. They make space for others to exist and feel welcome rather than putting the onus on the members to conform to be accepted. The founding principle of universal design is inclusivity: if we start building and rebuilding every space, physical and social, with a diverse population in mind, equity and accessibility become the standard. My work at the CDHD has given me the confidence to foster inclusivity at my university. I'm currently designing a research project to survey attitudes on accessibility and inclusion in University of Idaho students with and without disabilities. Through this study, I will identify barriers and challenges faced by students with disabilities and work with student-centered resources to promote the best possible environment for all students. As a person with a disability, an inclusive education is important to me, and I hope that my work will be a part of a growing movement to make this happen.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

A sense of belonging is very important to the staff at the CDHD. We frequently have get-togethers to celebrate holidays, birthdays, and other special occasions. I enjoy spending time with my coworkers in these settings because you can tell how much they love working here. Being in a positive environment with generous amounts of food makes me feel like I'm right where I belong. I've learned so much about inclusivity through planning and conducting meetings for the Self-Advocates of Moscow (SAM), a group of adults with disabilities who meet monthly to socialize and learn skills from community members. Before our monthly gathering, we hold a planning meeting to discuss what the members want to learn to strengthen their knowledge, abilities, and community connections. This is a group made specifically to foster inclusivity and a sense of belonging in our community! Although there have been many times when I've made mistakes, the SAM members have always been enthusiastic, kind, and forgiving. I feel that I belong here because my work is important and appreciated, and my supervisors and coworkers take the time to let me know that. 

Robin Dodds

Discipline: Special Education/ Early Intervention

IL- Institute on Disability & Human Development, LEND

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Inclusivity is everyone being encouraged to participate and make decisions together. Each voice is valued and each perspective respected.

2. How can you make sure places in your community are inclusive?  

I include accessible materials and spaces and insist on interpretation for non-English speakers. I refrain from the use of jargon as it makes for an insider/outsider dynamic.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

Parents and children are welcomed and given options for participation so that learning can occur in the way that works best for the family, including the extended family. 

Social Media: 

Instagram: @projectcielo1

Facebook: Project Cielo

Linkedin: https://www.linkedin.com/in/robin-dodds-49128a3/

Melissa Levin

Discipline: Oncology Social Work

MA- Institute for Community Inclusion/ Boston Children's Hospital, LEND

Melissa Levin is a Licensed Independent Clinical Social Worker. She is a senior social worker at Dana-Farber Cancer Institute and a programmatic specialist for The Neuro-Inclusive Oncology Care and Empowerment Program. She provides supportive psycho-social oncology services to people who have IDD and are facing cancer. She also works on systems improvements associated with inequitable cancer outcomes. In her prior roles, Melissa provided counseling to transition-age youth at Newton Public Schools and worked alongside IDD self-advocates in Dr. Jessica Kramer's Youth and Young Adult Empowerment, Leadership, and Learning Lab at Boston University. Melissa is a former Boston Children's Hospital LEND Fellow.

Image Description:  Melissa, a white woman with long brown hair, is outside in front of a tree. She smiles and is wearing a checkered blazer on top of a black blouse.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Dana-Farber Cancer Institute (DFCI) strives to ensure all people can reach their full potential and no one is disadvantaged because of who they are. DFCI recognizes that neuro-inclusivity and the uniqueness of each person enhances the community. Strong involvement of patient family advisory council members and disability self-advocates contributed to the development of our Neuro-Inclusive Oncology Care and Empowerment Program.

2. How can you make sure places in your community are inclusive?  

As a social worker, it is my responsibility and an honor to elevate the voices of people who have intellectual and developmental disabilities.   The first step to inclusion in medical settings is partnering with people with disabilities in all aspects of their care and in building programming for people with disabilities. Inclusivity is about creating ongoing, dignified opportunities for people who have disabilities to share their identity(ies), accommodations, questions, and concerns and for providers to address barriers to care, make necessary modifications, and engage in strengths-based, disability-affirming practices.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

Including and honoring the patient's voice is a core practice that fosters a sense of belonging. By involving our PFAC members and self-advocates in the design, implementation, and dissemination of our neuro-inclusive program, we are continuously listening to and promoting the perspective of people who have IDD while addressing oncology health inequities. 

Social Media: 

Linkedin: https://www.linkedin.com/in/melissa-demir-levin-licsw-2b958684 

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Fozia Robleh

Discipline: Special Ed Teacher

Center: ME- The Maine LEND Program, LEND

Fozia, a mother of two who immigrated to Lewiston, Maine, ten years ago, holds a Bachelor of Science degree in Social Behavior with summa cum laude honors. Starting as an advocate for sexual assault and domestic violence survivors in community-based organizations, Fozia transitioned to a career specialist role at Fedcap, assisting parents receiving federal TANF. Drawing from these experiences, Fozia currently serves as a Special Ed Tech at Lewiston Public Schools and has recently been promoted to the role of New Mainer Resource Center Coordinator. In her spare time, Fozia enjoys reading, spending time with family and friends, and exploring diverse cuisines to broaden her cultural horizons.

Image Description:  At my graduation in May 2022 from CMCC

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

In my community and groups, inclusivity thrives by celebrating diversity, where various perspectives and cultures enhance our collective experience. The stories of diverse individuals collaborating highlight the strength and unity that arise from different backgrounds working together. In my group, diversity is embraced, and my opinions and visions are valued, fostering a culture of respect and mutual learning.

2. How can you make sure places in your community are inclusive?  

To ensure inclusivity in community spaces, it is important to actively promote diversity and representation in decision-making processes and activities. Creating policies and practices that prioritize accessibility, respect, and equal opportunities for all individuals further fosters inclusivity in community settings.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

Our center cultivates a sense of belonging by creating diverse groups where all community members are represented, ensuring that every participant can share their thoughts and experiences. Engaging in group work allows individuals to collaborate, learn from one another, and contribute their unique perspectives, fostering a supportive and inclusive environment. These initiatives have proven successful in building connections, promoting understanding, and creating a welcoming space where everyone feels valued and heard.

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Aicha Ali

Discipline: Special Education Teacher

ME- The Maine LEND Program, LEND

She was born in Djibouti, the city of Djibouti, in 1984. Djibouti is a country in East Africa, precisely on the Horn of Africa, on the shore of the Red Sea. In 2018, she joined the Department of Public Schools as a Substitute Teacher/ Ed Tech. Since March 2018, she has been with the Department of Public Schools, ED/Tech I(k-6), where she was an Assistant Teacher and interpreter for schools. She graduated from Central Maine Community College and received her associate degree in Human Services in 2021 and the University of Southern Maine in social behavior science in 2023.

Image Description:  Aicha, a black woman with a green hijab, is inside on a working day at school (McMahon Elementary School). She wears a multicolor badge and black glasses and is happy with the camera. There is a calendar in the background of the picture.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

I commit to inclusivity by ensuring everyone can access events, meetings, and resources. This covers linguistic translations, cultural practice considerations, and physical accessibility for people with disabilities.

2. How can you make sure places in your community are inclusive?  

Being open to new ideas and willing to keep learning and growing is necessary to build an inclusive community. By applying these tactics, communities can guarantee that all individuals are respected, feel important, and can engage actively in communal activities.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

I am organizing events with feedback from a varied community to guarantee that the events, Higher attendance, and involvement have resulted from this. I completed a project called "Black Maternal Health Model" for NMPHI and gave a case study to the women in attendance. The number of women grew at each gathering. 

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Andrea Castillo

Discipline: Educational Psychology

MN- Institute on Community Integration, LEND

Andrea Castillo, a former LEND fellow from 2021-2022 in Minnesota. She is a Peruvian immigrant and grounded in community work with a mission to echo families' voices to uplift and achieve meaningful inclusion. She is a research staff member at the Institute on Community Integration and a student in the Master of Educational Psychology program at the University of Minnesota. She loves cooking with family Peruvian picarones.

Image Description:  Women with medium-length hair, tan skin, black eyes, and dimples. She is wearing a green blouse with flower prints and sitting for a headshot.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Inclusivity is thinking critically in co-creating spaces where people can be themselves, be listened to, grow as leaders, bridge access to being involved in the community, and facilitate full participation in decision-making. In the Latino community that I belong to, my journey as a Latino ally in disability inclusion has been to uplift the voices of individuals who have not heard enough and for which the system was not built. Shining the light to self-advocates, parents, and families who have experienced advocating for the rights and needs of individuals with disabilities is humbling and, by itself, empowering. I believe that community is stronger when we shift into centering on social issues that together we can support to make better. After participating in LEND, I have been focused on issues of disability in my community either by accessing information, obtaining support, and participating in the decision-making process. One role I played in my mission to advance inclusion was participating as a research staff to include language and cultural inclusivity in research settings to improve intervention implementation outcomes. I have worked collaboratively and received feedback from community members to better understand barriers to accessing research studies and ways to collaborate following community values. In addition, my work in the community has been forming a parent support group to uplift and co-create spaces that can foster leadership, cultural values, and authentic support. I see the value of fostering leaders within immigrant communities who can tackle critical issues in which all voices need to be heard.

2. How can you make sure places in your community are inclusive?  

I am actively listening, forming positive relationships, and giving space by supporting new voices to take the lead. I always improve ways to be inclusive. This means discussing with people to improve procedures, engagement, and feedback to improve inclusion and advocating for spaces to be inclusive of individuals with disabilities who are also bilingual, immigrants, and underserved. For example, I have contacted museums and locations to go on field trips with the parent support group and asked for accessibility to low-income families. I am always learning and sharing resources and learning about new ways to improve inclusion by collaborating with organizations fostering inclusion who are doing training, providing language accessibility, bringing resources, and collaborating to spread awareness and improve access to spaces for the parents in the support group.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

I am rooted in my community, and I want to contribute and strengthen it to improve inclusion, acceptance, and outcomes for individuals with disabilities. I formed a parent support group in which parents are the leaders and the drivers of themes of interested and the speakers. This group was formed by collaborating and co-creating a space with parents of children with autism because of the lack of spaces in which culture is celebrated, and it is a safe place to be ourselves. The goal is to improve the bridge to resources, development of advocacy that is stored in the funds of knowledge in community and culture to tackle critical issues that affect the community, and in which everyone has a voice to impact outcomes of individuals with disabilities. 

Social Media:

Facebook and Twitter: @teapoyomn

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Jodi Patchen

Discipline: Family

ND- North Dakota Center for Persons with Disabilities, LEND

Jodi lives in Minot, ND, with her husband, Bob, and three boys, Noah, Isaac, and Seth. Seth is neurodiverse, and she advocates for him. She works at NDCPD, which is a UCEDD, as an administrative assistant to various grants. She holds an associate degree in Business Administration. When she isn't busy, she likes to go for walks with her two dogs, Otis and Mocha,

Image Description: Middle-aged woman with brown/grey hair and blue eyes, with a purple shirt and gray sweater, sitting down.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Inclusivity is vital in any community or group I'm a part of, and I'm proud to see it play out in various ways. One aspect is the recognition and celebration of diverse backgrounds, perspectives, and experiences. Inclusive communities aren't just about tolerance; they're about actively embracing and celebrating differences.

2. How can you make sure places in your community are inclusive?  

Education and awareness, promoting understanding, making sure physical spaces are accessible, celebrating diversity, and, most importantly, leading by example.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

NDCPD is a family, we practice Inclusive language and communication. we promote understand, appreciation and respect for diverse backgrounds and cultures. 

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Lacey Long

Discipline: Special Education

ND- North Dakota Center for Persons with Disabilities, LEND

Lacey is a research associate for the NDCPD. She lives in Bismarck, ND, with her husband, Jackson, and sons, Reuben and Louis. She recently earned her doctoral degree in Educational Practice and Leadership. She serves as the Project Director and Principal Investigator for the ND Dual Sensory Project. She specializes in working with students with sensory disabilities as a TSVI, TOD, COMS, and CATIS.

Image Description:  A white woman, smiling, with her hair pulled back, is standing with her right shoulder towards the camera. She is wearing a navy blue button-up dress with a collar and has her right hand in her pocket.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

As North Dakota's only UCEDD, NDCPD strives to promote an inclusive workplace culture, even among those of us working remotely. Despite the primarily rural communities in the state, almost 30 professionals from ND came together in Denver this spring for the annual EHDI Conference. I was lucky to be able to network with individuals from ND School for the Deaf, ND Health and Human Services, the ND EHDI, and many state deafblind projects.

2. How can you make sure places in your community are inclusive?  

I love the idea of hosting state-wide meetings at regional and national conferences in order to see who is invested, who is at the table, etc., and to have conversations about systems change and partnering. Collaboration is key to making sure places in my community are inclusive.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

NDCPD has begun hosting monthly wellness groups, along with the continued work in justice, diversity, equity, and inclusion (JEDI). Our annual retreats provide an opportunity to frame our work around inclusion. 

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Rita Despres

Discipline: Advocacy

NH- Institute on Disability, LEND, UCEDD

Rita Despres holds a graduate degree in Education with a focus on counseling. She is continuing her education through the UNH certificate program in Coaching Children and Teens and is a content expert in Autism Spectrum Disorder, ADHD, and OCD. Prior to her advocacy work, Rita spent 15 years working in the field of higher education, advising students of varied backgrounds as they navigated both challenges and successes within their degree programs. She has taught university courses in student success, vocational discernment, and the dignity of work for all individuals. An experienced lecturer, Rita's conversational presentation style is infused with compassion, empathy, and humor.

Image Description:  A woman is pictured wearing a black and white striped shirt and a black cardigan sweater. Behind her, the sun is rising through the trees and there is fresh snow on the ground.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Inclusivity begins when the community recognizes that all people have value. I have started to see a shift in early education, and when teachers promote inclusion and support the gifts of all students, peers will follow suit. Little by little, these positive inclusion efforts build a stronger classroom and can serve as a scaffold for the school setting. Fostering the value of each student can then result in long-term changes in the entire community.

2. How can you make sure places in your community are inclusive?  

In order to make sure that an environment is inclusive, it is imperative to speak up. If you stay quiet and complacent, nothing will shift. I have found often that many people truly are not trying to discriminate, they just need more exposure to a specific lived experience in order to understand how an environment needs more inclusion support. I like to believe that many leaders will do better once they know better, and if no one speaks up to educate, the opportunity is lost. Speak up!

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Shannon Laine

Discipline: Music Therapy/Family

NH- Institute on Disability, LEND

Shannon Laine lives in Hollis, New Hampshire, and holds degrees in Music Therapy and Music Education (Autism Concentration). A Board Certified Music Therapist, Shannon founded the first community music school-supported music therapy program in the state of New Hampshire. She currently supports a team of Board Certified Music Therapists in community-based work. In her free time, Shannon loves to read while being sat upon by her cat, knitting, or spending time outdoors.

Image Description:  A white woman with shoulder-length dark blonde hair and hazel eyes. She smiles at the camera while wearing a maroon shirt. The background is blurred green leaves.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

In my personal life, I am raising a neurodivergent child and a neurotypical child. Each of their best friends has a disability. They are learning inclusion from a young age through genuine acceptance of their friends. Often, they are teaching me how to build a stronger and more inclusive community by deepening their friendships.    Professionally, I prioritize building accessible and therapeutic arts experiences for all through collaboration with others. My work focuses on establishing strong connections with community partners while providing a team of music therapists with resources to promote successful experiences through music. Being multimodal and accessible, music experiences are embraced and loved by all.

2. How can you make sure places in your community are inclusive?  

I'm always one to ask questions and engage in conversation about inclusion - what else can we be doing? Essentially, we don't know what we don't know until we are open to being fully present for conversations like those about inclusion. I keep in mind an important component that I learned during LEND: calling folks into the conversation instead of calling folks out.

Social Media: 

Linkedin: www.linkedin.com/in/shannon-laine-mm-mt-bc-59687815 

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Karin Mortimer

Discipline: Family advocate/parent of a child with a disability

NH- University of New Hampshire, LEND

Karin Mortimer is from Merrimack, New Hampshire, where she lives with her husband and two children.   Karin graduated from the UNH New Hampshire Leadership Series in the spring of 2024 and is very excited to be enrolled in the 24-25 ME-NH LEND program. Karin is a Licensed nurse assistant and works full-time as a caregiver to her son, who has cerebral palsy. Karin enjoys volunteering at her children's schools, photography, LOVES Aerosmith, and spending time with family and friends.

Image Description:  Karin is a white woman with shoulder length brown hair and she is standing in her driveway with the sun shining behind her. She is wearing red framed glasses, a brown and white shirt, and is smiling at the camera.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

I think when something is 100% inclusive, it doesn't 'look' like anything; inclusion should be invisible! It's when a community is not completely inclusive that things should stand out. A community becomes stronger when we are able to recognize a person or group that doesn't 'fit in' or that isn't being represented, look for and remove barriers that prevent inclusion, and take purposeful and well-thought-out steps to make everyone feel included and equal.

2. How can you make sure places in your community are inclusive?  

It's important for the community to understand that inclusion doesn't just mean simply occupying the same physical space. Inclusion is the belief that everyone actually belongs in and has a meaningful purpose in that space.

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Jaime Gallagher Driscoll

Discipline: Occupational Therapy

NH- University of New Hampshire, LEND

Jaime is originally from Massachusetts but now resides on the seacoast in New Hampshire with her husband and two little girls. She holds a bachelor's degree in Psychology with a minor in Justice studies and a master's degree in Occupational Therapy. She is currently working as the first Occupational Therapist in a community mental health center in the state of New Hampshire. She loves to cook, is an avid gardener and collector of houseplants, as well as passionate about the environment and social justice.

Image Description:  Jaime, a fair-skinned woman with long, wavy, dark blonde hair, stands outside sideways against a brick wall, smiling at the camera. It is a bright sunny day, and she is wearing a sleeveless dark blue turtle neck.

1.  How can you make sure places in your community are inclusive?  

Inclusivity begins with understanding and recognition of another person's humanity versus seeing them as an outlier or the other. When we are exposed to people who look different or act differently than us, we tend to see them as a part of our community as opposed to intruding on them. With this exposure, you are confronted with the needs of those who are different from you, motivating you to think past how you access a space. So, creating opportunities for community members to be exposed to those they see as different is the crucial first step. These opportunities can be as small as a home gathering with people from different backgrounds/abilities or a conversation out in the community that normalizes an interaction with someone others may view as different.

2. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

Jaime works for two different community mental health centers under a grant supporting the adoption of occupational therapy into community mental health here in the state of New Hampshire. Including occupational therapy on a treatment team demonstrates each center's drive to holistically treat their patients. Both centers serve a population of people who are often ostracized and marginalized. These centers promote the support and inclusion of these individuals, assisting them to live the most fulfilling lives possible within their communities. Programs such as peer support, pain management, and life skills groups, as well as events like community artisan markets and clothing drives, allow these individuals to make connections with others like them and within the greater community, giving them a sense of belonging and acceptance. 

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Rachelle Enes

Discipline: Family

NH- University of New Hampshire, LEND

Rachelle lives in Hampstead NH, she is a mom of three. She has recently left teaching to work as a Family Support Coordinator at Community Crossroads. During her free time she enjoys spending time with her family, reading and crafting. She volunteers is multiple different groups in her community.

Image Description:  picture of a woman with blonde hair smiling and wearing a black shirt with a yellow background.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

I am involved in multiple groups in my community. We all come together in theses groups with a common goal. Having a diverse group helps bring more knowledge and awareness of the people living and working within our community who we are trying to connect with. It can help with showing us different cultures and needs we may not be aware of.

2. How can you make sure places in your community are inclusive?  

I am currently working within my community to help bring awareness of the areas of need to help make our community more inclusive for everyone. One of my goals is adding more inclusive playground equipment and a communication board in our park in town.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

My current role as a Family Support Coordinator is helping families get the resources and services they need. This would include but is not limited to helping find groups with peers that share a common hobby. Finding adaptive programs for areas of interest. This, in turn, helps foster a sense of belonging and being a part of something that gives the person fulfillment and joy. 

Stephaine R Lloyd

Discipline: Social Work

NH- University of New Hampshire, LEND

Currently lives in Loudon, NH. She is currently working on her MSW at The University of New Hampshire and has a bachelor's in special education and elementary education with an associate's degree in child development. Before moving to New Hampshire, Stephaine was a special education teacher working with students with behavioral needs. She loves to learn and read in her spare time, loves adventures and meeting new people, and loves spending quality time with her children.

Image Description:  I am a 51 year old biracial woman with dark hair medium length. Wearing dark glasses and smiling.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

The groups that I am apart of are interdisciplinary groups from all over. We each bring our experiences and perspectives to help each other grow in many areas. We learn from one another, with that knowledge we find strength.

2. How can you make sure places in your community are inclusive?  

The way that I can make sure places in my community are inclusive is being active in my community. Providing opportunities to connect with others, and sharing community information with others.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

The program I am in encourages peer interaction and peer support. We collaborate on projects and support each other throughout our internship experiences.

Social Media: 

Linkedin: https://www.linkedin.com/in/stephaine-lloyd-b762b246 

Chloe Koeppen

Discipline: Genetic Counseling

NJ- The Boggs Center on Developmental Disabilities, LEND

Chloe is originally from Milwaukee, Wisconsin and moved to New Jersey to attend Rutgers Genetic Counseling Program. Chloe recently graduated from Rutgers with her Masters in Genetic Counseling. She is looking forward to beginning her career where she hopes to work in a pediatric setting. Chloe's interests include baking and traveling.

Image Description:  Chloe, a white woman with medium-length black hair, is in front of a grey background. She wears a formal black dress and colorful earrings. She is posed to the right and smiling.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

I understand the challenges of being the sibling of a neurodiverse individual. It can be difficult not fully understanding the diagnosis, having to advocate for your sibling, and feeling like your own experiences are not being empathized with. Resources for siblings are scarce but crucial. I had partnered with Congenital Hyperinsulinism International to bring this vision to life. My aim is to give siblings a voice, to let them know that they are seen and valued, and to provide them with the information they need to confidently communicate with others.

2. How can you make sure places in your community are inclusive?  

To ensure communities are inclusive, I have created a children's book for siblings of those with a genetic condition to help promote inclusion. As a sibling myself, I strive to empower and support siblings facing similar challenges. My book aims to share the importance of love and acceptance. My hope is that this resource can be shared widely and reach as many families as possible.

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Julia Muggia Ochs

Discipline: Family Specialist

NY- Westchester Institute for Human Development, LEND

After a decade of serving in volunteer positions, including five years of elected terms on the City School District of New Rochelle's (New York) Board of Education on behalf of students with disabilities and their families, Julia Muggia successfully completed the LEND program at WIHD as a Family Specialist. Julia's focus is disability policy in the pre-k to 22-year-old space. She is committed to improving the lives of individuals with disabilities through policy change in New York State's public education system. Prior to her election to the BOE, Julia held the position of President of the Parent Teacher Association Council of the City School District of New Rochelle and Co-President of the New Rochelle Special Education Parent Teacher Association. In 2021, she completed the New York Education Policy Fellowship Program and, in 2022, earned her certificate in professional mediation from Cornell University.

Image Description:  Julia Muggia Ochs is photographed in a medium close-up outside her house on a sunny day. She has long curly hair that is brown with some blond highlights and gray. She is wearing a black silk poncho.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

My hometown is New Rochelle, New York. We are a minority majority city, and it was that diversity that drew me back to New Rochelle after years of living in New York City. My pre-school aged son with autism needed a community where he would be embraced and have access to his neuro-typical peers. As he approaches his senior year at New Rochelle High School I am grateful that he’s a vital member of this diverse and inclusive community.

2. How can you make sure places in your community are inclusive?  

Since I moved back to New Rochelle in 2010, I've sought out ways to reach out beyond my immediate circle of family and friends. I became a parent leader of the Special Education PTA and then the PTA Council. I served as a parent member on CPSE and CSE meetings, helping other caregivers navigate the meetings and providing support to any family that needed me. The skills I've acquired through LEND broaden my reach and add additional rings to my concentric circle. Now, I want to impact policy to ensure inclusive practices in our Pre-K to age 22 public school system.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

WHID LEND—led by the fantastic Dr. Jenean Castillo—is founded on giving voice to the inter-professional, inter-generational, and diverse group of students who were part of this year's cohort. One of the first concepts we learned was "cultural humility." This work is ongoing and growing continuously. 

Social Media:

 Facebook: https://www.facebook.com/profile.php?id=100046536251882 

Linkedin: https://www.linkedin.com/in/julia-muggia-a927313 utm_source=share&utm_campaign=share_via&utm_content=profile&utm_medium=ios_app 

Jaskunwar Singh

Discipline: Public Health

NY- Westchester Institute for Human Development, LEND

Jas is natively from India, currently living in New Jersey, and recently graduated from the LEND program at Westchester Institute for Human Development, Valhalla, New York. He is a graduate of the Masters of Public Health with a major in Behavioral Aspects of Health. He also did medical school in India before coming to the US. With his medical background and expertise, he has broadened his window of opportunities with the public health degree and is currently looking for full-time job opportunities related to the field in the US. Jas is passionate about poetry and photography and has published several poems in some anthologies on national and international levels. He also sold photos he captured for some online missions directly and through third-party sources.

Image Description:  I am a Sikh by religion and I always wear a turban on my head to cover my hair as a mark of respect and honor for what is natural and blessed upon us by God. I also keep my facial hair and maintain it naturally.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

"Recognize all human race as One" is what everyone in the Sikh Community believes in. We are open to welcoming all, irrespective of their religion, race, ethnicity, socioeconomic status, etc. Each person has their own strength and weaknesses, and we must work together, encouraging each other to bring the best version of ourselves out. Each individual has a right to their own safe space and comfort in the workplace. It's a win-win situation.

2. How can you make sure places in your community are inclusive?  

Taking care of individual needs and providing best-in-class facilities and technological equipment and devices to assist with special needs; providing professional help and consultations so that everyone feels heard and understood with collaborative and coordinated care

Social Media: 

Linkedin: www.linkedin.com/in/jaskunwar-singh-mbbs-mph-589239105 

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Rebecca Margolis

Discipline: Psychology

OH- The Nisonger Center, LEND

Rebecca is a doctoral student studying Intellectual and Developmental Disabilities Psychology at The Ohio State University. She is originally from Cedar Park, TX, and received a Bachelor of Science degree in Psychology and Child Learning and Development from the University of Texas at Dallas, where she graduated with honors and received the Dean's Award for Excellence. Her current research interest is improving mental health care for people with developmental disabilities. In her free time, she enjoys playing flute and playing video games.

Image Description:  Rebecca, a light-skinned woman with medium-length brown hair, smiles at the camera. She is wearing a blue and white patterned dress with half-sleeves.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

My graduate program has many people who are neurodivergent themselves, which means that we're all able to learn from one another about how we can accommodate neurodiverse people and get to know them as individuals. In a safe and inclusive environment, neurodivergent people will feel comfortable speaking up about their needs and about changes they think would benefit the group and future members of the group. Ultimately, this creates positive change and a safer environment for the next generation of trainees.

 2. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

Response: The Nisonger LEND program fosters a sense of belonging by asking its trainees to provide feedback each year about the program. Then, there is a group discussion about how the ideas people have can be implemented into future iterations of the LEND program. I appreciate that people have opportunities to discuss their concerns in person and that they can submit concerns anonymously or privately. 

Social Media:

Linkedin: www.linkedin.com/in/rebecca-margolis-1a4223210

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Julia Nauman

Discipline: Psychology

OH- The Nisonger Center, LEND

Julia Nauman is from Illinois and has a Bachelor of Science in neuroscience and psychology from Tulane University. She previously worked at the Michigan State University Autism Lab, where she worked in early intervention research. She is currently a graduate student at The Ohio State University studying autism, ADHD, and neurodevelopmental disabilities.

Image Description:  A white woman in a white blouse standing in front of a grey background. She has dark brown hair and dark brown eyes. She is smiling and has on a silver necklace and silver earrings.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make

I see inclusivity in my community through the involvement of parents, self-advocates, and professionals from diverse backgrounds who are willing share their unique experiences, concerns, and goals. These discussions make our community stronger, because they give us the ability to learn from one another and work towards collaborative goals.

2. How can you make sure places in your community are inclusive?  

I can make sure places in my community are inclusive by providing a supportive environment for others to disclose and share their experiences.

Social Media: 

Twitter: @julia_nauman 

Linkedin: https://www.linkedin.com/in/julia-nauman 

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Connie L. Mathis

Discipline: Nursing

OK-University of Oklahoma Health, LEND

Connie L. Mathis comes from a military family where travel was a big part of life, and she has settled down in Lawton, OK. Awarded a Doctor of Nursing Practice with a particular interest in Executive Leadership from the University of Oklahoma Health Sciences Center, Connie has been a nurse for eight years. Currently working as an Operating Room Registered Nurse, Connie also completed the AUCD Emerging Leaders Internship, gaining skills in project management. Outside work, Connie enjoys traveling the world to learn about different cultures, reading, engaging in self-care activities, and making memories with family and friends.

Image Description:  Connie is an African American female with braided black hair. She is wearing a burgundy blouse and a cheetah-print blazer and smiling at the camera.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

In my community, inclusivity means creating spaces where everyone feels valued and heard, regardless of their background. I see it in our efforts to understand and respect each other's differences and celebrate unique contributions. Stories of diverse people working together highlight the strength of embracing differences and collaborating. Individuals from various fields come together to create more inclusive environments. These efforts strengthen our community and foster a sense of belonging for everyone.

2. How can you make sure places in your community are inclusive?  

To ensure inclusivity in the healthcare setting as a nurse, I actively listen to and value each patient's unique perspectives, especially those from marginalized communities. Providing accessibility in all forms, including physical spaces, communication, and technology, is crucial. I advocate for and implement inclusive policies and practices within the healthcare system. Promoting education and awareness about diversity among healthcare staff helps create a more understanding environment. Lastly, fostering a culture of empathy and respect where all patients feel safe and heard is essential.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

Oklahoma LEND (OKLEND) fosters a sense of belonging by creating mentorship programs that pair emerging leaders with experienced professionals, providing guidance and support. It offers a safe space for individuals to be themselves by encouraging open dialogue and sharing personal experiences without judgment. The program's workshops focus on diversity, equity, and inclusion, promoting interaction and discussion rather than centering around a professor lecturing. By recognizing and celebrating members' achievements and contributions, OKLEND ensures that everyone feels valued. These practices strengthen bonds and reinforce a strong sense of belonging within OKLEND. 

Social Media: 

Linkedin: https://www.linkedin.com/in/dr-connie-l-mathis-dnp-rn-76947824b 

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Aidan Campagnolio

Discipline: School Psychology

PA- Institute on Disabilities, UCEDD

Aidan lives in Philadelphia, Pennsylvania, and is pursuing his Ph.D in school psychology. He has attended Temple University since 2018, earning his Bachelor’s and Master’s degrees. He is a graduate research assistant at the Institute on Disabilities at Temple University. When he’s not at school or work, Aidan enjoys playing video games, going to the beach, and shopping at thrift stores.

Image Description:  Aidan, a white man with short dark brown hair, is outside with a beautiful mountain in the background. He is wearing a striped dark brown, short sleeve button up with black dress pants.  

1. How can you make sure places in your community are inclusive?  

I make sure places in my community are inclusive by holding myself accountable and leading by example. Communities become inclusive and diverse if people feel physically and psychologically safe, so it is essential to recognize your intentions and contributions to your community. Small but purposeful feedback to community organizations can promote inclusivity. On a similar note, emphasizing on an individual level that you are receptive and open to constructive criticism is another step to reaching inclusivity across communities.

2. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

My program has fostered a sense of belonging by centering the people with lived experience in the research process. Often, people with disabilities are spoken for or not involved in conversations that concern their life experience. To combat this issue, the researchers at the IOD at Temple University have centered on people with disabilities by adding them to the research team. Additionally, we ask a variety of individuals (e.g., community advisory board) to offer their rich professional and personal experience to improve research questions, survey, and measurement items and ensure that the research is going to serve and benefit the disability community. 

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Theresa Andrzejewski

Discipline: Clinical Psychology

UT- Institute for Disability Research, Policy & Practice, LEND

Theresa is a clinical psychology doctoral student at the University of Wyoming in Laramie, Wyoming. She received her Bachelor's degree in Psychology and Spanish from Samford University in Birmingham, Alabama, prior to beginning her graduate program. Theresa's research interests primarily include understanding traumatic and stressful experiences, along with positive experiences and resilience, among autistic youth and adults. As part of her graduate training, Theresa has had the opportunity to work with the Wyoming Institute for Disabilities (WIND) for two years and participate in the Utah Region LEND program (URLEND), most recently as an Autism Enhanced (AE) trainee.

Image Description:  Theresa, a Latina woman with dark medium-length hair, smiles at the camera. She wears a black shirt with a beige button-up shirt on top that is unbuttoned.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

I was involved in a collaboration between my training program (URLEND) and my university's UCEDD (Wyoming Institute for Disabilities; WIND), which facilitated a Project ECHO series for Autism and Rural Healthcare Providers. This series aimed to create an online inclusive learning community that could be accessible for providers in underserved rural areas. Interacting with and learning together with providers from a range of disciplines across multiple rural states was a great experience!

2. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

In URLEND, my work with Project ECHO was done collaboratively with other trainees, so I was able to work together with other students and professionals in other fields (e.g., counseling psychology, speech-language pathology). I think the collaboration between trainees carried over and was reflected in our work with the ECHO    through our varied range of presentation topics, which spanned multiple disciplines. One of our goals was to present information that could be relevant for multiple types of providers across many different rural communities. 

Social Media: 

Twitter: @theresa_skiii

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Libby Hladik

Discipline: Occupational Therapy

WI- Waisman Center, University of Wisconsin- Madison, LEND

Libby is originally from Illinois. She completed her clinical degree in Occupational Therapy at the University of Wisconsin-Madison and decided to pursue a career in research. She finishes her PhD in Kinesiology - Occupational Science in August 2024 and will then head to the Czech Republic as a Fulbright Scholar for a research grant called  Moving Towards Cultural Community Participation for Czech Children with Developmental Disabilities. Libby enjoys attending theatre and museums and enjoys nature hikes with her spouse and 6-year-old child.

Image Description:  Libby, a woman with dark brown hair and shoulder-length hair, is pictured displaying her head and shoulders. She is smiling in front of a green wall with a silver dot nose ring and a hoop earring in her right ear with a gold bead.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

My research work focuses on using methods of community-based participatory research or CBPR so that people with developmental disabilities and their families are involved in the research process on many different levels to improve the health and well-being of people with developmental disabilities. By bringing together people with expertise from different areas, we all can share something valuable, and all can learn from one another.

2. How can you make sure places in your community are inclusive?  

I support place in my community becoming incisive by asking questions and getting involved. I find that many businesses and cultural spaces want to be inclusive but don't know where to start.

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Claire Stelter

Discipline: Special Education

WI- Waisman Center, University of Wisconsin- Madison, UCEDD

Claire is a researcher who is currently working as a Postdoctoral Research Fellow at the University of Illinois' Institute for Rehabilitation and Employment Research (IIRER). Prior to that, Claire worked as a Postdoctoral Researcher at the University of Kansas' Center on Developmental Disabilities (KUCDD). Claire received her Ph.D. from the University of Wisconsin-Madison, where she was a LEND Trainee at the Waisman Center. As an autistic person, Claire seeks to center the voices of other neurodivergent individuals in research and promote inclusive research nationwide.

Image Description:  A female with brown hair and blue eyes smiling at the camera. She is wearing a white collared shirt that has a black checkered pattern on it.

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

As an autistic person, I view inclusivity as a crucial part of research. Research that does not include individuals with disabilities, in turn, creates further divisions between neurodivergent and non-neurodivergent communities. On the contrary, including individuals with disabilities in the research process ultimately contributes to the scholarship of the field of intellectual and developmental disability research. If we don't engage the people and communities that are directly impacted by the problems in which we research, how can we be sure that we are creating systems-level change? By engaging disabled people as research partners, we can strengthen the research community and the research outcomes.

2. How can you make sure places in your community are inclusive?  

Most research within academic structures has been exclusionary and inaccessible toward individuals with disabilities. To make sure that research is accessible and inclusionary toward individuals with disabilities, there needs to be changes in the current ways that academic researchers conduct research. By working with disabled people as colleagues in the research process, we can ensure that they are at the center of the research and in charge of improving and advocating for challenges within our own communities.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

Response: In my current work as a researcher at the Illinois Institute for Rehabilitation and Employment Research (IIRER), as well as my recent former workplace where I was a researcher at the Kansas Center on Developmental Disabilities (KUCDD), individuals with disabilities' voices are centered throughout the research process. I work closely with other autistic and disabled colleagues in all phases of the research process- conducting, analyzing, disseminating results, and more. The topics that we research and the results are much more meaningful to the disability community because we have experts on the research teams - people with disabilities themselves - to help create systems change. In these two research labs, I feel as though my contributions as an autistic researcher are valued, respected, and centered. 

Social Media: 

Linkedin: https://www.linkedin.com/in/clairestelter/ 

Jacob Cheek

Discipline: Audiology

WI- Waisman Center, University of Wisconsin- Madison, LEND

Jacob Cheek hails from Austin, Texas, where he obtained his Doctorate in Audiology from the University of Texas at Austin. With a passion for serving Deaf, neurodivergent, and pediatric communities, Jacob recently completed his audiology residency as an audiology extern at the American Family Children's Hospital in Madison, Wisconsin. Outside of his professional endeavors, Jacob enjoys immersing himself in the punk/rock music scene of the 1990s, particularly through his collection of records and attending musical events in the area. As an avid bookworm, he also relishes psychological thrillers and mystery novels with a cup of coffee during his spare time.

Image Description:  The image features a tall white male with short brown hair and bilateral hearing aids standing in a garden-like setting. He smiling and looking toward the camera. He is wearing a teal short-sleeved polo shirt. The background includes greenery, with vario

1. How do you see inclusivity in your community or the groups you're a part of? How do these stories of diverse people working together make the community stronger? 

Within my community, the Deaf community, inclusivity is promoted through various initiatives and practices aimed at ensuring equal access and representation for all members, spanning social, educational, and professional realms. One significant aspect of this inclusivity lies in the widespread adoption of American Sign Language (ASL) as a primary means of communication, facilitating full participation in various spheres of life. Deaf cultural events, such as festivals and conferences, not only provide spaces for celebrating shared identity and heritage but also extend a warm welcome to allies and supporters of the community. Furthermore, advancements in technology, including captioning services and video relay systems, significantly enhance accessibility and communication across diverse domains, from education to healthcare. Within audiology, stories of Deaf individuals working together, including collaborations between Deaf audiologists and hearing healthcare providers, contribute significantly to community strength, showcasing expertise, addressing unique needs, and championing advocacy efforts. These collaborations pave the way for the development of more culturally and linguistically sensitive services, empowering individuals to take control of their healthcare and fostering resilience and unity within the Deaf community through shared narratives of collaboration and advocacy.

2. How can you make sure places in your community are inclusive?  

As a Deaf hearing healthcare professional, I've learned that Deaf audiologists are crucial in promoting inclusivity within our community by advocating for accessibility measures and raising awareness about the needs of Deaf professionals. They work closely with businesses and organizations to ensure facilities are equipped with appropriate accommodations like visual alarms, captioned videos, and accessible signage. Additionally, we can organize events to provide resources and information on video relay systems, workplace accommodations, and hearing healthcare to those with limited access. Educational workshops and cultural events can further promote inclusivity for Deaf colleagues by offering ASL classes, cultural sensitivity training, and presentations on Deaf stories and perspectives. By actively engaging with the community, Deaf audiologists foster an environment where Deaf individuals can feel valued and respected, serving as advocates and resources to ensure their needs are met and contributing to a community that celebrates diversity and inclusivity.

3. How does your center or program foster a sense of belonging? Tell us specific things that have worked.  

During my residency at the Waisman Center as a Deaf audiology extern, the Wisconsin LEND program fostered a sense of belonging by complying with inclusive policies that accommodate unique communication needs, such as providing access to American Sign Language (ASL) interpreters or captioning services during meetings and training sessions. The Waisman Center, under the University of Wisconsin Health system, offered professional development opportunities specifically tailored to Deaf experiences and other challenges people with disabilities face, such as workshops on navigating workplace communication barriers or advancements in Deaf- and disability-friendly technology, which created an environment where they can feel valued and supported within their field. Creating a supportive network where Deaf professionals can connect with peers, share experiences, and seek advice has enhanced my sense of belonging and community. During my time, I've learned that recognizing and celebrating the contributions and achievements of professionals with disabilities within any program or organization can be done, such as spotlighting their research or inviting them to lead seminars on topics of expertise, to reinforce their sense of inclusion and validation. Additionally, the program actively involved me, as a Deaf professional, in collective decision-making and leadership roles, such as coordinating services and recommendations to meet children's and families' needs while providing the best quality of care. During my training, I've felt empowered while my perspectives, lived experiences, and skillset are valued and identified as essential to my growth and to the program's success. 

Social Media: 

Linkedin: https://www.linkedin.com/in/jacob-cheek-au-d-2a0674152/ 

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