March 19, 2025 | | | | Announcements | | Thursday, March 20, 2025, 12:00 PM - 1:00 PM ET
AUCD’s Community Education and Dissemination Council (CEDC) invites you to a monthly Coffee Chat, held on the third Thursday of each month, offering an open and informal setting for all—no membership required. This is a wonderful opportunity to connect, share ideas, and learn from one another. Join CEDC for an engaging conversation about how organizations and professionals can effectively use social media to strengthen their digital presence. | Thursday, March 20, 2025, 1:00 PM - 2:00 PM ET
Enhance your understanding of 3D printing with Shannon Paige, MA, CCC-SLP. Shannon Paige is a U.S. Navy veteran, speech-language pathologist, and assistive technology specialist with over 25 years of experience in supporting assistive technology. She currently serves as the Education Project Manager for the Texas Technology Access Program at the University of Texas Center for Disability Studies. This training aims to guide informed decision-making in the adoption and use of 3D printing within these settings. | Deadline Extended - Apply by Tuesday, April 1, 2025
The AUCD Leadership Academy is a one-year program designed for current and emerging leaders from the disability community. The goal is to develop and improve leadership skills and teach people how to improve systems of support and services. The AUCD Leadership Academy will be in Atlanta, GA, from Sunday, June 1 to Friday, June 6. The application deadline has been extended to 5 PM ET on Tuesday, April 1. | Wednesday, April 2, 2025, 4:00 PM - 5:00 PM ET
Discover practical Universal Design for Learning (UDL) strategies to create more flexible, accessible, and engaging learning experiences for students in secondary transition and college settings. This webinar will focus on actionable ways to enhance teaching through instructional design, alternative assessments, and emerging technology (AI, AR/VR). This webinar is sponsored by the MA Center for Inclusive Higher Education and Transition at the UMass Boston Institute for Community Inclusion. For more information, contact Sheila at sheila.johnson@umb.edu. | Columbia University is inviting adults with disabilities (deaf, hard of hearing, blind or low vision, or with mobility disabilities) to participate in an online survey about their views on Precision Medicine Research, which examines genetics, environment, and lifestyle to improve health outcomes. The study, funded by NIH, takes up to 45 minutes to complete and can be done on a tablet, computer, or smartphone. Accommodations are available, and the survey will soon be offered in Spanish and ASL. Participants will receive a $30 gift card. Click here to participate in the study. For more information or questions, contact Dr. Maya Sabatello at trust-study@cumc.columbia.edu. | The AUCD Employment page focuses on job and fellowship opportunities at AUCD, within our Network, and at organizations affiliated with our Network. University of California Davis Mind Institute seeks a Associate/Full Professor in Sacramento, CA. Please complete this form if you would like your job posted. Positions will remain on the website for 90 days.
| | Funding | | Application Deadline: April 3, 2025 Award Ceiling: $20,000 The SATB2 Gene Foundation aims to enrich the lives of individuals with SATB2-associated syndrome, a complex communication disorder, through support, research, and education. In 2025, applicants are encouraged to request grants of up to $20,000 in support of SATB2-associated syndrome research. Based on high-impact needs identified by a recent independent scientific analysis and caregiver input, the foundation has prioritized the following areas in SAS research: speech and language, behavior, sleep, and global developmental delays. Based on high-impact needs identified by a recent independent scientific analysis and caregiver input, the foundation has prioritized the following areas in SAS research: speech and language, behavior, sleep, and global developmental delays. | Application Deadline: April 3, 2025 Award Ceiling: $20,000 The American Psychological Foundation (APA) invites applications for its Visionary Grants program. The program aims to seed innovation in the field through supporting research, education, and intervention projects and programs that use psychology to solve social problems in the following priority areas: applying psychology to vulnerable, at-risk populations (e.g., serious mental illness, returning military, those who are incarcerated or economically disadvantaged); preventing violence; understanding the connection between behavior and health (e.g., wellness, diabetes, obesity); and understanding and eliminating stigma and prejudice (e.g., race, gender, sexual orientation, religion, age, disability, and socioeconomic status). Additionally, APA has requested funds from their fund at the Tides Foundation to support a 2025 Visionary Grant that is focused on furthering racial equity. | Application Deadline: April 17, 2025 (Letters of Intent) Award Ceiling: $250,000 The WITH Foundation aims to promote comprehensive health care for adults with developmental disabilities. The foundation awards grants in support of programs that improve the delivery of healthcare to adult consumers with developmental disabilities and include at least one of the following: improve health practitioner competency through education and/or training programs; address the current inadequate reimbursement system; advance innovations in formal care coordination; enhance advocacy regarding the inadequacies of developmentally disabled care to advance systemic change; increase understanding of supported decision-making in healthcare settings; advance national efforts in digital health that support designers and developers to include the perspectives/experiences of the IDD community within the design process to create better technology for all; expand social policy research; and identify and overcome barriers to high-quality healthcare access. | Application Deadline: September 3, 2025 Award Ceiling: TBD The Patient-Centered Outcomes Research Institute (PCORI) intends to issue a Topical PCORI Funding Announcement (PFA) on April 1, 2025, seeking to fund high-quality, patient-centered comparative clinical effectiveness research (CER) projects that focus on people with intellectual and developmental disabilities (IDDs). This preannouncement provides potential applicants additional time to identify collaborators; obtain patient and stakeholder input on potential studies; and develop responsive, high-quality proposals. | | Resources | | A new article in the "Early Childhood Education Journal" challenges whether developmental milestones—such as the expected age for a typically developing child to drink from a cup or climb stairs—are universal across cultures. Ankita Bhattashali, PhD, from the Institute for Disability Research, Policy & Practice (IDRPP), is the lead author. She hopes early childhood education programs will add some considerations to their teacher training, in addition to using the developmental milestones. They could use mentor families to help prospective teachers understand cultural differences in minority families. And they could also learn to consider the latest research and question their own perceptions before assuming a child needs specialized services.
| A new initiative by the Nevada Center for Excellence in Disabilities (NCED) housed in the College of Education & Human Development and the Nevada Division of Public and Behavioral Health (DPBH) is transforming vaccination experiences for individuals with disabilities across Nevada. The Sensory Friendly Vaccine Kit Project, designed to support both children and adults with disabilities or special healthcare needs, aims to reduce fear, anxiety and stress associated with vaccinations through specialized tools and techniques. | The University of Minnesota's Institute on Community Integration's National Center on Educational Outcomes (NCEO) collaborated with the Common Education Data Standards (CEDS) initiative to standardize accessibility feature terms for assessments. Historically, terminology varied, so NCEO and the CEDS initiative worked with state education agencies, test vendors, and assessment consortia to create common definitions. This effort aimed to improve communication and ensure equitable assessment opportunities for students, particularly for students with disabilities, English learners, and English learners with disabilities. Once finalized, the definitions were submitted to the CEDS initiative for inclusion in their data elements.
| Want proof that college can make a big difference? "From Learning to Earning: The Impact of Postsecondary Education for Individuals with Intellectual Disability" breaks down the numbers, showing that people with intellectual disability who go to college have better job opportunities and higher earnings. | The "Policy Unpacked" section of ThinkEquitable.com offers accessible explanations of public policies affecting people with disabilities, including topics like the U.S. Constitution, executive orders, memorandums, and proclamations, as well as public comments on updates to Section 504.The National Center for Disability, Equity, and Intersectionality’s goal is to lead the nation’s charge to identify and reduce life-limiting inequities in healthcare, community living, and justice for people with disabilities.
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This weekly newsletter is in part supported by the Administration for Community Living (ACL) through a technical assistance contract for the URC and Centers for Disease Control and Prevention (CDC) for a National Professional Organization for Persons with Developmental Disabilities. The content of this material does not necessarily reflect the views and policies of any federal agency. No official support or endorsement by federal agencies is intended nor should be inferred. |
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