Ensuring that all children, youth, and adults with disabilities, and those receiving educational supports, are valued by and contribute to their communities of choice. |
|
|
|
Join the Conversation: Transition in a Global Context
Editors and authors of the Impact: Feature Issue on Transition in a Global Context will discuss the critical life stage of emerging adulthood for people with intellectual and/or developmental disabilities in a virtual forum on October 3.
“As issue editors, we were struck by how eager our colleagues around the world were to write about the very different transition experiences that young people have as they move from school years to adulthood,” said ICI’s Renáta Tichá. “Our hope is that the publication and the forum will generate ideas for future solutions, funding, and services.”
Articles in the issue include a call for educators around the world to link transition programs for youth with intellectual, developmental, and other disabilities (IDD) more closely to inclusive, real-world situations. People with IDD and their families tell their personal transition stories, and successful programs around the world share how they support young people as they move into the adult years.
Tichá and Brian Abery, co-directors of ICI’s Global Resource Center for Inclusive Education, along with Roger J. Stancliffe and
Jan Šiška, served as issue editors.
Subscribe to Impact here – it’s free!
Read more about the new Impact. |
|
New Frontline Initiative: Diverse Voices
People with disabilities aren’t all the same, and neither are those who support them.
The latest edition of Frontline Initiative celebrates diverse and lesser-heard voices among direct support professionals. The issue – now also available in Spanish – features authors who are DSPs from diverse ethnic, racial, cultural, and other backgrounds.
“This issue was intended to start needed conversations,” FI co-editor Julie Kramme said in a video introduction to the issue. “It’s about listening, and broadening our understanding.”
Kramme, along with ICI researchers Julie Bershadsky and Sandy Pettingell, wrote an article in the issue that details the Institute’s studies, in partnership with the National Alliance for Direct Support Professionals, that found racial disparities in DSP wages. The study also asked about working hours and conditions at critical points during the pandemic.
Other authors include Karen DeBartolo, a DSP who is deaf and who supports someone who is also deaf.
“I felt honored to be part of the issue,” DeBartolo said. “[I wanted to paint] the real picture of working as a DSP, not making it sound like our job is easy and a bed of flowers. People will read that article and they will know what a DSP stands for and how hard our jobs are.”
Read more about the latest Frontline Initiative. |
|
Stepping Out for Art
If acceptance is a path to peace, Norway House in Minneapolis moves the community a step closer this month as it hosts woven from life itself, an Art for All exhibit celebrating disability pride and pride in other identities.
The exhibition, open now through Oct. 30 at The Galleri at Norway House, 913 E. Franklin Ave., features works by local and Norwegian artists, including photography, paintings, fiber art, documentary film, and music.
The collaboration between ICI’s Art for All: The Stephanie Evelo Program for Art Inclusion, and the Minnesota Peace Initiative at Norway House in the Ventura Village neighborhood of Minneapolis offers a unique voice in depicting peace and coexistence, organizers said.
Challenging artists to contribute works depicting an aspect of peace resulted in a show that celebrates acceptance in the pursuit of disability justice, said Max Stevenson, director of exhibitions at Norway House.
“The artists are reflecting an inner peace,” he said. “It’s as if they are saying, ‘I’ve accepted myself and now the community accepts me as I bring awareness to my story and my art.’”
Nik Fernholz, program manager for Art for All, said the exhibit fulfills the program’s ongoing mission to bring the work of artists with disabilities into new communities.
“We are thrilled to have our permanent gallery at the Masonic Institute for the Developing Brain, but it’s also important to get out into communities to promote disability as a strength to be celebrated in the art world,” said Fernholz. “We connect with one another as we weave these identities. So that is woven from life itself – the unique identities that make up who we are as individuals, and the unique set of artists we’ve been able to curate.”
Read more about the current Art for All exhibition. |
|
There is more to transition, and life, than work. Author and scholar Jan Šiška argues for a wider perspective on transition – one that includes developing relationships, participating in elections, and volunteering in the community – in the Impact issue on global transition, available now. |
|
NCEO Report 436: A Summary of the Research on the Effects of K–12 Test Accommodations: 2020
Authors: Chris Rogers, Virginia A Ressa, Martha L Thurlow, and
Sheryl Lazarus
This report provides an update on the state of the research on testing accommodations. Previous reports by ICI’s National Center on Educational Outcomes (NCEO) have covered research published since 1999. In this report, NCEO summarizes the research published in 2020. During 2020, 11 research studies addressed testing accommodations in the U.S. K–12 education system. The research also highlights important emerging issues including the role of technology in facilitating accessibility for students with disabilities through built-in accommodations and in considering needed practices for applying technologies. Part of the NCEO Reports series. |
|
TIES TIPS 24: Learners with Cerebral/Cortical Visual Impairment (CVI) and Augmentative Alternative Communication (AAC)
Authors: Elizabeth Hartmann, Jasamyn DeGrant, and Jacqui Kearns
Students with Cerebral/Cortical Vision Impairment (CVI) may have difficulty processing the images their eyes see, which can affect many areas of basic visual functions. This TIP focuses on students with CVI and how it relates to learners with significant cognitive disabilities who use Alternative and Augmentative Communication or AAC, with a particular focus on inclusive environments. Published by ICI’s TIES Center. Part of the TIES Inclusive Practices Series (TIPS). |
|
TIES TIPS 25: Preparing the AAC User for the Next Grade
Author: Jacqui Kearns
For students who are non-speaking and communicate using augmentative and alternative communication (AAC), it is important to support their communication needs during grade level transitions to ensure that the academic, social, and communication gains continue into the next grade. This TIP provides concrete ideas to plan for successful grade level transitions for ACC users. Published by ICI’s TIES Center. Part of the TIES Inclusive Practices Series (TIPS). |
|
Virtual Trainings on "Direct Care Resilience"
Every other Wednesday
September 7–November 19
11 am – 12 noon, Central Time
The North Dakota Center for Persons with Disabilities (NDCPD) and the Institute on Community Integration are presenting a training series to support the mental health needs of direct support professionals.
This two-part series provides personal resilience skills, supervisory best practices, and organizational strategies that are inclusive and supportive of mental health. The virtual trainings began September 7 and are being offered every other Wednesday through November 19, 11 am – 12 noon, Central Time. |
|
Webinar: "Public Policy Advocacy"
September 20
6 pm – 7:15 pm, Central Time
The Minnesota Inclusive Higher Education Consortium (MIHEC)
presents a free webinar on “Public Policy Advocacy.” Julia Burkstaller (Public Policy Director for The Arc Minnesota) and Dupree Edwards (teaching artist at Upstream Arts and a member of the Minnesota Governor’s Council on Developmental Disabilities) will share their experience advocating for inclusive higher education in Minnesota. They will provide information on state-level advocacy, what it takes to get a bill signed into law, and what you can do to get involved in public policy advocacy. Students, parents, educators, and faculty can all make a difference as inclusive higher education public policy advocates. The event will include live captioning and the meeting will be recorded. Everyone is welcome, but
registration is required. |
|
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 is meant to learn 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. |
|
Transition in a Global Context: Making Impact
October 3
9 am – 12 noon, Central Time
On October 3, the Global Resource Center for Inclusive Education will present an international forum on post-secondary transition for youth with disabilities. Editors and contributors to the latest issue of Impact
, a flagship publication of the Institute on Community Integration (ICI), will discuss transition experiences from around the world, including from Ethiopia, Kenya, Japan, Bhutan, Spain, the Czech Republic, Ukraine, Australia, and the United States. The authors will present highlights from this feature issue on transition in a global context, including photos, personal stories, and policy recommendations. Participants will engage in a discussion related to the issues raised in the publication. The event will have a hybrid format: in person at ICI (housed at the Masonic Institute for the Developing Brain at the University of Minnesota) and on Zoom. Review the
latest issue of Impact online now. RSVP. For questions, contact Renáta Tichá. |
|
Minnesota Gathering for Person-Centered Practices
October 25–26
Online only via Zoom
Register now for the 2022 Minnesota Gathering online, October 25–26. Learn how to offer person-centered services that are rooted in listening to people and helping them live in their communities of choice. Listen to peers, make connections, and help make Minnesota a person-centered place for people with disabilities. Scholarships are available. |
|
Gail Ghere. On August 3–4, Ghere
conducted virtual sessions with the Progress Center for their virtual Starting the School Year Off Right conference. The Progress Center is part of the American Institutes for Research. Ghere facilitated a discussion on “Supporting Students with Low-Incidence Disabilities” and co-presented “Coming Together to Promote Belonging for Students With Disabilities” with Tessie Bailey of the Progress Center. |
|
Jennifer Hall-Lande. On August 8–12, Hall-Lande
presented on Minnesota Early Childhood Special Education workforce outcomes at national Comprehensive Systems of Personnel Development (CSPD) meetings in Hartford, Connecticut. On August 9, Hall-Lande participated in the annual Autism CARES meetings. This annual meeting is an opportunity for HRSA-funded CARES grantees (representing research, training, and state systems) to share information about activities within their respective networks, discuss emerging trends, and facilitate meaningful collaboration. The group of more than 100 U.S. autism leaders included project directors, UCEDDs, LEND programs, and university professors/researchers.
Hall-Lande also attended and participated in the Autism Intervention Research Network on Physical Health (AIR-P) at the annual AIR-P Autism CARES meetings. AIR-P establishes and maintains an interdisciplinary, multicenter research network for scientific collaboration and infrastructure to increase the life expectancy and quality of life for autistic individuals, particularly for underserved and vulnerable populations. The purpose of the AIR-P is to support innovative life course intervention research that promotes optimal health and well-being of autistic individuals across the lifespan. This virtual event was part of the Autism CARES 2022 meeting. |
|
Lynda Lahti Anderson. On August 18, Lahti Anderson
started work as a new member of the Minnesota Department of Health’s Data Equity Taskforce. The taskforce is intended to help MDH achieve its strategic goals by laying a holistic framework and roadmap towards the department’s broader goal of becoming a trusted partner for gathering, using, managing, and sharing data to advance health equity in Minnesota. Beginning on September 6, Lahti Anderson provided virtual trainings for people who want to deliver the Family Empowerment and Systems Navigation Counseling, which is an innovative community connection support service being offered through Alabama’s new community support waiver. On September 7, Lahti Anderson and
Jennifer Hall-Lande began working with the North Dakota UCEDD on Direct Care Resilience ECHO, a leadership training series to support the mental health and well-being of direct support workers. This first part of the training runs through November 19; it is for supervisors, administrators, and organization leadership. Part II starts in January 2023 and will be specifically for DSPs. Lahti Anderson is one of the facilitators and will do the evaluation. The training is open to Minnesota providers. |
|
Macdonald Metzger. On August 19, Metzger
was informed that the U.S. Department of State Professional Fellows Program had selected him to receive the U.S. Citizen Alumni Impact Award. He is one of only two Americans to receive the award in 2022–23. As part of the award, Metzger will take an all-expenses-paid trip to Washington, DC to speak at the Fall 2022 Professional Fellows Congress, October 31–November 4. The award recognizes alumni whose participation in the program as a placement host, mentor, or community leader has had a positive impact on international cooperation. |
|
Adele Dimian. On August 22, Dimian
received an inaugural Research Technical Staff Award from the University of Minnesota’s Office of the Vice President for Research. She is an ICI research associate and the associate director of the Masonic Institute for the Developing Brain’s TeleOutreach Center, which uses video communication technology to provide support for young people with mental health and neurodevelopmental disabilities. Dimian is one of five winners of this award. The award comes with a $1,000 honorarium. |
|
Cultivating Student Success
From evaluating how the COVID-19 pandemic affected learning to advocating for the most efficient dyslexia screening tools, John Bielinski continues to innovate in the student assessment field.
This week, Bielinski and colleague Rachel Brown, both of education technology company Renaissance, presented Demystifying Dyslexia: The History, Research, and Best Practices for Supporting All Students, a webinar for teachers, school leaders, psychologists, and other professionals.
“The term ‘dyslexia’ has been around a long time, and identifying students with learning disabilities is what our assessments are designed to do, but in this forum, we wanted to talk to educators and other school personnel about the latest information on screening,” said Bielinski, who early in his career spent five years at the National Center on Educational Outcomes. “We’re raising the question of whether additional dyslexia screening tests are necessary, given the other screening schools do. Testing should be as brief and unobtrusive as possible.”
Read more about Bielinski. |
|
|
|
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.
mass email privacy statement | |
|
|
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. |
|
|
|
|
|
|