AUCD Professional Fellows Alum Wins United Nations Award for Inclusive Education TV Show

AUCD Professional Fellows alumna Maria Omare from Nairobi, Kenya, has won a grant from the United Nations Development Programme (UNDP) for her work on Somesha Stories, a TV series she created that delivers accessible and inclusive educational content to children in East Africa. Somesha Stories is a weekly program that promotes early literacy and is one of the first children's TV series in East Africa to use closed captioning and sign language in all episodes. The series uses interactive storytelling to foster inclusive values and educate children about diverse topics, including science, community, mental health, COVID-19, and interacting with peers.

AUCD Professional Fellows Alumnae Win Global Zero Project Awards

AUCD Professional Fellows alumni Gwaliwa Mashaka (Fall 2018) and Aneth Gerana (2020) from Tanzania have received 2021 Zero Project Awards, which honor the world's best innovations in disability inclusion every year. Gwaliwa and Aneth, who both have lived experience with disability, are being celebrated for leading historic inclusive employment initiatives in Tanzania that they developed with advice from senior faculty at the Nisonger Center and the UCLA Tarjan Center.

#WhatsYourPurpose2021 Youth Transition Campaign

The Institute for Disability Studies (IDS) Transition to Adulthood Programs announce a new 2021 campaign, #WhatsYourPurpose2021. Throughout the year, transition leaders including youth/young adults with and without disabilities, their family members and those that serve them will be featured in short videos and social media posts promoting transition successes and challenging others to pursue their goals. Each video and post will highlight young adults and members of their support networks sharing their future life purposes.

Act Early Ohio Initiative

The UCCEDD was awarded a one-year grant from the Centers for Disease Control and Prevention (CDC) to build upon existing Ohio Act Early Ambassador activities. The goal of the initiative is to increase awareness about the importance of developmental screening in early childhood and tracking of developmental milestones with the support of the evidence-based Learn the Signs Act Early materials developed by the CDC.

Congressional Recess Guide

A Congressional Recess is an opportunity for you to be able actually to meet with your members in your community when they are less busy. A recess is a good time to talk to members or their staff.

Supporting Diversity in the Developmental Disabilities Network through Minority Partnerships

To promote diversity within the Developmental Disabilities Network, as well as address health disparities experienced by minority populations, the Administration on Intellectual and Developmental Disabilities (AIDD) in 2009 awarded three-year partnership grants to two UCEDDs - the Center for Leadership in Disability (CLD) at Georgia State University, and the University of Southern California UCEDD (USC UCEDD) at the Children's Hospital of Los Angeles.

Native American Developmental Disabilities Needs Assessment

The Sonoran University Center for Excellence in Developmental Disabilities (UCEDD) at the University of Arizona, in conjunction with the Native American Research and Training Center (NARTC), performed a needs assessment of selected American Indians and Alaska Natives (AI/AN) in the spring and summer of 2011. The purpose of the project was to provide Commissioner Sharon Lewis, Administration on Intellectual and Developmental Disabilities (AIDD), with a snapshot of the AI/AN experience with DD in selected Tribal and urban American Indian communities. Specifically, 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.

The Perceptions of Past and Current UCEDD Directors on Transitioning in and out of the Role of UCEDD Director

Several UCEDDs across the country have recently experienced transitions of new leadership, as directors retire or pursue new professional opportunities. Transitions in general can by stressful, but transitions of directors, especially individuals who have held the position for a long period, can present particular challenges to a program. This webinar will present findings from a series of interviews of UCEDD Directors who have retired or left their program in the past five years and of Directors who have stepped into those positions in that same period.

Bridging the Aging and Developmental Disabilities Service Networks: Challenges and Best Practices

This report identifies policy and service delivery issues pertaining to older adults with developmental disabilities and their families and recommends opportunities to enhance collaboration among the aging, disability, and long-term care networks.

UCEDD Leadership: A Guide to the Next Generation

The purpose of this guide is to provide a university search committee with an overview of the roles, functions, and expectations for the leadership of a University Center for Excellence in Developmental Disabilities (UCEDD). A UCEDD is a unique entity funded by the federal government to serve as a bridge between the university and its academic pursuits and the real and practical needs of children and adults with developmental disabilities in their respective states. The UCEDD should be viewed as a major support and a resource to the entire state in working to improve the lives of people with developmental disabilities, their families, and those individuals and organizations who work on their behalf. The 67 UCEDDs nationwide work in concert with other partners who make up the Developmental Disabilities Network in the state and operate under the auspices of the Developmental Disabilities Act of 2000, which defines its mission and governs its funding and priorities.