Ensuring that all children, youth, and adults with disabilities, and those receiving educational supports, are valued by and contribute to their communities of choice. |
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New Fellowship Program Connects with Communities
Applications are due November 18 for the MNLEND Community Mentorship Program, a new funded training experience for University of Minnesota Extension educators to develop telehealth services in urban and rural communities. ICI’s MNLEND (Minnesota Leadership in Neurodevelopmental and Related Disabilities) is an interdisciplinary leadership training program spanning over 16 disciplines across the University.
Pilot projects completed earlier this year included training for educators on inclusive practices for campus visits by students with disabilities, online resources for providers supporting Somali mothers and their newborn children, and career preparation for neurodiverse high school students.
“These medium-term fellowships support passionate educators with needed resources and networking connections to leverage technology that will help Minnesota families,” said Muna Khalif, program coordinator for the TeleOutreach Center at the Masonic Institute for the Developing Brain. Khalif and Betül Çakir-Dilek
are coordinating the program, a partnership between the Institute’s MNLEND program, the TeleOutreach Center, and UMN Extension.
“The program enhances the abilities and potential of the Extension educators who are working with community partners to deliver research-based, cross-disciplinary educational programming,” said Lynne Borden, associate dean for research and engagement at University of Minnesota Extension. “MNLEND helps prepare our next generation of educators to lead in the experiential learning community.”
For one of the pilot projects, Cari Michaels, an educator in the Center for Family Development at Extension, teamed with Lauren Moberg, Infant and Early Childhood Director at the Minnesota Association for Children’s Mental Health, and several community partners to create online and mobile text mental health support for new parents. The bilingual resource is called The 40-Day Project: Postpartum Support During the First 40 Days.
“I wanted to focus on people right after they’ve created their families, which can be the most isolating time, particularly following COVID-19,” said Michaels.
Contact Khalif at 612-250-7864 or Çakir-Dilek at cakir003@umn.edu with questions.
Read more about the mentorship program. |
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Using Telemedicine to Help Families When They Need It Most
[Note: This feature story is part of ”Where Discovery Creates Hope”—a monthly series filmed by the Star Tribune. Sponsored by the University of Minnesota Medical School, these articles appear in the newspaper every month. The articles and videos are posted on the Star Tribune website and social media. This article also appeared on the websites of the UMN Medical School and of ICI’s home, the Masonic Institute for the Developing Brain.]
Jessica and her husband Andrew wondered if their son Elias might be autistic.
They also knew that early intervention, while his brain was still developing, was critical to providing him with the support he needed.
Trouble is, the wait list to see a specialist for the neurological disorder can be months and even a year or more long.
Fortunately, the Mendota Heights couple was referred to Bridging Barriers, a telemedicine study from the Institute on Community Integration and the University of Minnesota Medical School’s Department of Pediatrics – both part of the Masonic Institute for the Developing Brain.
In just four weeks, they had that critical diagnosis. Even better, they’re getting coaching on how to help their four-year-old son while they climb the wait list.
“Time is neurons,” says Jessica with an ever-watchful eye on her playful boy. “We can’t put our son’s developing brain on pause.”
Agrees Dr. Amy Esler, the study’s lead psychologist: “The brain, at this stage, is so malleable. Making sure kids learn to talk, for example, is much easier when they’re two or three than when they’re ten or 11.”
Read more about this family’s experience with the Bridging Barriers project. |
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Most people with intellectual and developmental disabilities getting long-term supports live with a family. Learn more in the latest Policy Research Brief, available in English and Spanish. http://bit.ly/3fZSshG |
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NCEO Brief 28: Including Students with Disabilities in K-2 Academic Assessments
Authors: Sheryl Lazarus, Andrew R Hinkle, Kristin K Liu, and
Martha L Thurlow
This Brief
provides an overview of issues related to the inclusion of students with disabilities and English learners with disabilities in early grade (i.e., K-2) assessments. State academic assessments are required by the Elementary and Secondary Education Act (ESEA) starting in grade 3. Academic assessments administered in earlier grades often are used to measure progress or growth, for instructional decision making, to predict grade 3 summative assessment performance, and for tracking literacy for reading guarantees. Even though the Individuals with Disabilities Education Act (IDEA) requires that students with disabilities participate in state and district-wide assessments administered before grade 3, these students have sometimes been excluded. This Brief also suggests strategies for improved practices. Published by ICI’s National Center on Educational Outcomes (NCEO). |
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Policy Forum: Most People with IDD Getting Long-term Supports Live with a Family Member
Discussants: Sheryl A Larson, Lynda Lahti Anderson, Nevil Genjang, and
Michelle (“Sheli”) Reynolds
Facilitator: Julie Bershadsky
This Policy Forum from November 1, 2022 discusses the recent Policy Research Brief titled, Most People with IDD Getting Long-term Supports Live with a Family Member. Slides from the presentation are included. The Policy Forum is hosted by ICI’s Research and Training Center on Community Living. |
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Parent-Educator Toolkit
The parents of English learners need to be involved in decisions about accessibility features for their children. The multilingual Parent-Educator Toolkit consists of several concise briefs to guide parents through this process. These brief videos are published by ICI’s National Center on Educational Outcomes (NCEO) in collaboration with ICI’s Improving Instruction for English Learners Through Improved Accessibility Decisions project. |
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Understanding English Learner Accommodations
The videos in this series describe different accommodations and accessibility features allowed in West Virginia assessment accommodations policies for English language learners with and without disabilities. The series is a set of resources created for the West Virginia Department of Education. These brief videos are published by ICI’s National Center on Educational Outcomes (NCEO) in collaboration with ICI’s Improving Instruction for English Learners Through Improved Accessibility Decisions project. |
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2023 Moving Mountains Awards: Now Accepting Applications for Best Practices in Direct Support Workforce Development
Applications due Friday, December 2, 2022 by 11:59 pm, Central Time, via electronic submission
Through a partnership of the National Alliance for Direct Support Professionals (NADSP), ICI, and the American Network of Community Options and Resources (ANCOR
), the Moving Mountains Award recognizes organizations using leading practices in direct support workforce development that result in improved outcomes for people with disabilities. Organizations applying for the award are required to demonstrate how their workforce practices and philosophy align with the key principles of NADSP. These principles are:
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All direct support professionals benefit from access to well-constructed educational experiences (e.g., competency-based trainings, continuing and higher education) and lifelong learning;
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Certifying highly-qualified workers incentivizes continuing education, increased compensation, and access to career pathways for direct support professionals, thereby improving retention;
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Values-based and ethical decision making can be learned and infused into daily practice; and
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Strengthening relationships and partnerships between direct support professionals, self-advocates, and other advocacy groups and families improves the quality of support.
Applications are now being accepted for the 2023 Moving Mountains Award. The winning organization(s) will be honored and will share their initiatives during the ANCOR Annual Conference on April 24–26, 2023, in Chicago. Winners will be notified in advance.
If you have questions regarding the completion of the application, please email the Moving Mountains Coordinators at movingmountains@umn.edu. For information on previous award winners, visit our Moving Mountains Award Past Winners page. |
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Community of Practice Gathering: "Building Relationships and Allies on Campus"
December 7
10 am Central Time
A gathering of Minnesota college and university faculty and staff who are either interested in or part of their campus' inclusive higher education initiative. Annette Romualdo (University of Minnesota Duluth faculty) and Diana Joseph (Minnesota State University, Mankato faculty) will facilitate and lead the gathering conversation. This Zoom event from the Minnesota Inclusive Higher Education Consortium (MIHEC) will be recorded and include live closed captioning. Everyone is welcome.
Registration is open. Please email MIHEC with any questions. |
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Seeking MNLEND Fellows for 2023–24 Year
ICI's Minnesota Leadership Education in Neurodevelopmental and Related Disabilities (MNLEND) program is accepting fellowship applications for the 2023–24 year.
MNLEND is a 10-month interdisciplinary leadership training program in policy advocacy and evidence-based research and practices to develop new leaders to be skilled in systems-thinking, effective in interventions and practices, and able to improve quality-of-life outcomes for children and youth with neurodevelopmental and related disabilities. Benefits include a generous stipend, national networking opportunities, lifelong interdisciplinary connections, and interdisciplinary leadership development. The MNLEND 2023–24 cohort training runs from late August 2023 until mid-May 2024. People from underrepresented and/or underserved communities are strongly encouraged to apply. Funded by the U.S. Maternal & Child Health Bureau. The early admission consideration deadline is January 6, 2023.
Read more about MNLEND. |
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Seeking Minnesotans with IDD in Mainstream Leisure Groups for a Research Study
ICI is seeking Minnesotans with intellectual or developmental disabilities (IDD) who are at least 45 years old, have been employed, and would like to talk about their participation in a mainstream leisure group. Mainstream groups are set up for the general public, not specifically for people with disabilities. The leisure groups may include religious, hobby, arts, crafts, gardening, singing, walking, dancing, exercise, sports, games, volunteering, social, or senior groups.
This research will inform how older adults with IDD join and participate in socially inclusive leisure groups. Information from this research study can help other individuals, families, providers, and policymakers understand what helps people with IDD participate and make friends in mainstream groups. Older adults with IDD will be interviewed about their leisure group and a researcher will observe them at their group.
Interested? Please contact ICI's Roger Stancliffe or Sarah Hall. They will work with you to make sure you meet the study requirements and talk about the study process. Read more about the study. |
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Roger Stancliffe. On October 4, Stancliffe
presented a virtual guest lecture, ”Aging with Intellectual Disability: Retirement, Social Inclusion, and End of Life,” to research students, post-doctoral students, and staff at Brandeis University’s Fall 2022 disability seminar class at the Heller School for Social Policy. |
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Jolene Thibedeau Boyd and Barb Kleist. On October 13, Thibedeau Boyd (pictured) and
Kleist presented a conference breakout session, ”Addressing a Systemic Workforce Crisis: Best Practices in Employee Retention,” at the 2022 CQL Conference in Las Vegas, Nevada. They also participated in outreach activities and staffing an ICI exhibit booth during the conference. |
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Jean Hauff. On October 19–20, Jean Hauff
(right foreground) attended the Student Leadership Conference in Syracuse, New York. The student conference runs concurrently with the State of the Art Conference. Mary Hauff (left foreground) attended and was a panelist for the session ”State Policy and Partnership Strategies: No One Size Fits All.” Both conferences were about inclusive higher education and Mary Hauff is co-leader of the Minnesota Inclusive Higher Education Consortium (MIHEC). |
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National Center on Educational Outcomes Center. On October 19–20, five staff members from ICI’s National Center on Educational Outcomes (NCEO) participated in the Council of Chief State School Officers (CCSSO) Collaboratives meetings in Indianapolis, Indiana.
Kathy Strunk participated in the Balance Assessment Systems (BAS) Collaborative meeting; Virginia Ressa participated in the Accountability Systems and Reporting (ASR) Collaborative meeting;
Linda Goldstone participated in the English Learners Collaborative meeting; Andrew Hinkle participated in the Assessment, Standards, and Education for Students with Disabilities (ASES) Collaborative meeting; and
Sheryl Lazarus (NCEO director, pictured) participated in the Technical Issues in Large-Scale Assessment (TILSA) Collaborative meeting.
On October 26–28, Mari Quanbeck and Lazarus presented on balancing test security and accessibility at the Conference on Test Security in Princeton, New Jersey. |
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Sarah Hall. On October 22, Hall presented virtually on the Sib Talk Topic, “The sandwich generation,” for Ohio Special Initiatives by Brothers and Sisters (Ohio SIBS). |
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Katrina Simons, Rebecca Dosch Brown, and Amy Hewitt. On October 27, Simons (with microphone),
Dosch Brown (center), and Hewitt (not pictured) participated in the CEHD Reads event at Northrop Auditorium at the University of Minnesota. CEHD Reads is part of the College of Education and Human Development/University of Minnesota’s First Year Experience Program, and the 2022–23 selection was Disability Visibility
, an anthology of first-person stories documenting and celebrating disability culture in the 21st century, edited by Alice Wong. |
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Kelly Nye-Lengerman
Getting ready for this week’s AUCD 2022 Conference, Kelly Nye-Lengerman (pictured at an earlier AUCD conference) beamed as she talked about joining several Institute on Disability (IOD) colleagues at the conference this year, half of whom are presenters, after a pandemic-related dip in travel.
“We have staff presenting on using statistics to understand the impact of COVID-19 on people with disabilities, including those from diverse racial and ethnic backgrounds,” said Nye-Lengerman, director of the IOD at the University of New Hampshire, part of the University Centers for Excellence in Developmental Disabilities (UCEDD) network. Previously, she was director of ICI’s Community Living and Employment focus area. As a student at the University of Minnesota, she earned master’s and doctoral degrees in social work.
At the in-person and virtual conference of the Association of University Centers on Disabilities (AUCD), the IOD’s presentations will focus on including people with intellectual and developmental disabilities (IDD) in research, supporting integrated mental health practitioners working with people with IDD, and implementing Home and Community Based Services. Staff members will also participate, along with officials from the U.S. Department of Labor, in a panel discussion on apprenticeship programs and credentialing of paraprofessionals in behavioral health services.
Beginning her role leading the IOD during the pandemic was challenging, but she believes it provided an opportunity for growth.
“We came out of COVID-19 stronger, and that speaks a lot to the character of employees who were here as well as the relationships I’ve tried to cultivate,” she said. “UCEDDs are unique places for diverse research, evaluation, training, and interdisciplinary education. There are universal truths around our mission of inclusion, participation, and belonging. We’ve really pushed our thinking in the last couple of years to consider full inclusion in ways that are the most meaningful to the person.”
Read more about Nye-Lengerman. |
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This email was sent to ICI staff by Institute on Community Integration, 2025 East River Parkway, Minneapolis, MN, 55414, USA. The University of Minnesota is an equal opportunity educator and employer.
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The University of Minnesota stands on Miní Sóta Makhóčhe, the rightful homelands of the Dakhóta Oyáte. ICI recognizes that the U.S. did not uphold its end of these land treaties. It is the current and continued displacement of the Dakhóta Oyáte
that allows the University to remain today. At ICI, we affirm our commitment to address systemic racism, ableism and all other inequalities and forms of oppression to ensure inclusive communities. |
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