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Advancing Diversity, Equity, And Inclusion In Developmental Disabilities: The Essential Role Of Leadership For Cultural And Linguistic Competence, Tawara D. Goode, Oluwatosin Ajisope, Sharonlyn Harrison, Betelhem Eshetu Yimer, Deborah Perrry, Wendy Jones
Advancing Diversity, Equity, And Inclusion In Developmental Disabilities: The Essential Role Of Leadership For Cultural And Linguistic Competence, Tawara D. Goode, Oluwatosin Ajisope, Sharonlyn Harrison, Betelhem Eshetu Yimer, Deborah Perrry, Wendy Jones
Developmental Disabilities Network Journal
ABSTRACT
There is a clear and compelling need to approach equity, diversity, and inclusion not as problems to be solved,but rather as opportunities to be realized. The Developmental Disabilities Bill of Rights and Assistance Act of 2000,states the need for cultural competence, specifically to ensure that supports and services “are provided in a manner that assure maximum participation and benefit for persons with IDD.” Cultural and linguistic competence (CLC) are evidence-based or proven practices that reduce disparities, advance diversity, and promote equity. Achieving CLC requires strong and informed leadership to spark the necessary changes within systems, organizations, and practice. …
Experiential Learning Through Participatory Action Research In An Interdisciplinary Leadership Training Program, Jessica L. Franks, Stephanie D. Baumann, Marvin So, Angela M. Miles, Jorge M. Verlenden, Teal Benevides, Mark Crenshaw, Stephen Truscott, Daniel Crimmins
Experiential Learning Through Participatory Action Research In An Interdisciplinary Leadership Training Program, Jessica L. Franks, Stephanie D. Baumann, Marvin So, Angela M. Miles, Jorge M. Verlenden, Teal Benevides, Mark Crenshaw, Stephen Truscott, Daniel Crimmins
Developmental Disabilities Network Journal
Background: Experience in multidisciplinary collaboration among healthcare providers, leaders in public health, and educators is essential to effectively address the diverse needs of children with intellectual and developmental disabilities (I/DD) and their families.
Purpose: We describe three participatory action research (PAR) projects from an interdisciplinary training program, which used experiential learning to enhance leadership competencies and promote inclusive services. Trainees report their leadership growth as providers and advocates for children with I/DD using experiential learning through PAR.
Approach: Trainees discuss their engagement with organizations serving children with I/DD and ways that experiential learning supported leadership skill development, …