To know if the AUCD network is improving practices in diversity, inclusion, and cultural and linguistic competence, established guidance should be followed and progress measured. Title VI of the Civil Rights Act of 1964, the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, the 2000 Developmental Disabilities Assistance and Bill of Rights Act, and other key pieces of federal legislation all address access and rights of people with disabilities and people of diverse backgrounds. Compliance with these guidelines is critical.
Currently, quantitative data collection related to the racial and ethnic diversity of trainees and people receiving services is required of UCEDDs and LENDs; racial and ethnic diversity of faculty is also required to be reported by LEND programs. However, there is near-universal agreement from all stakeholders and advisors for this Toolkit that additional federal guidance should be developed; more data is needed; and efforts to increase diversity, inclusion, and cultural and linguistic competence should be required reporting elements for these federally-funded programs so progress can be measured and evaluated. There was not agreement on what those reporting elements might be, and additional resources and effort are needed to make progress in this critical area. In the meantime, it is recommended that each Center and Program develop its own goals and measures of improvement. Strategies and resources for this objective provide insight into possibilities for moving forward in this area to meet current federal mandates, establish more effective guidance and measurement of progress for UCEDD and LEND networks, and set program-level goals and measures of improvement.
Ensure all faculty and staff are entered in the AUCD Directory. Ensure all have option to self-select their own race/ethnicity for reporting. This will improve accuracy and breadth of available data as network makes progress.
Create a common definition of diversity and inclusion between AIDD and MCHB, recognizing that UCEDDs and LENDs are often intertwined. Common language reduces confusion. Utilize current definitions as basis for collaboration. Involve member Centers/Programs, Office of Minority Health, and other stakeholders.
Include cultural brokering in MCH Competencies for LEND trainees, and in interdisciplinary training within UCEDD/LEND training programs. Skills include learning how to find, recognize and collaborate with cultural brokers.
Partner with Office of Minority Health to determine demographic data related to a broad definition of diversity and inclusion that may be reported by federal grantees, and how that data can best be collected within each function (training, service, research, info dissemination). Establish workgroup of network members and external experts to operationalize recommendations. Implement recommendations by updating OMB-approved reporting guidelines. Provide funding for AUCD to update NIRS accordingly.
Develop workgroup of members representing AIDD and/or MCHB, AUCD central office and Multicultural Council (MCC), and other network leaders to develop priorities for action that will guide the network forward, which all UCEDDs and/or LENDs can commit to as a path.
Hold funded programs accountable for compliance with federal guidelines addressing access and inclusion: Section 508 of the Rehabilitation Act, Executive order 13116, Title VI Language access act, CLAS Standards.
Develop measurable goals/objectives related to increasing diversity, inclusion, and cultural and linguistic competence in each core function, in addition to trainees and personnel (regardless of whether funder requires this).
Develop fields in NIRS for all Center/Program staff to report on language(s) spoken, regardless of whether it is required for federal reporting.
(AIDD only) Review MCHB-required Performance Measures (PMs) for LEND programs and determine if/how to duplicate these requirements for UCEDDs, consulting with MCHB as appropriate: (1) Trainee Diversity (PM 09): MCHB collects data on the percentage of participants in MCHB long-term training programs who are from underrepresented racial and ethnic groups, (2) Cultural Competence (PM10): MCHB collects data on the degree to which MCHB-funded programs have incorporated cultural and linguistic competence elements into their policies, guidelines, contracts and training. Grantees rate the degree to which their programs have incorporated cultural and linguistic competence across 10 elements, and (3) Faculty Diversity: The Division also collects race and ethnicity data for all faculty and staff that contribute to MCH Training Program grants.
Collect data on diversity and inclusion of staff/faculty who get promoted and get tenure. Identify trends and develop plan to address resiliencies and disparities collaboratively with University.
Ensure new Requests for Proposals (RFPs) and Funding Opportunity Announcements (FOAs) emphasize diversity, inclusion, and cultural and linguistic competence and require related goals and objectives for how UCEDDs/LENDs will identify and address needs of diverse communities within State or Territory.
Establish a priority to collaboratively create evidence-based "indicators of high performance" that identify proven practices such as cultural brokering, mentorship, etc. that are known to improve diversity, inclusion, and cultural and linguistic competence. Take care not to codify or objectify relationships too much.
Ensure performance reviews, site visits, and other quality improvement activities are implemented in culturally and linguistically competent manner. Enlist experts to help structure culturally and linguistically competent approaches in all quality review processes.
Identify promising practices related to diversity, inclusion, and cultural and linguistic competence in annual reporting, final reporting, and all applications. Engage AUCD to package and disseminate information to network.
Review results of Toolkit team's network survey request related to reporting diversity, inclusion, and cultural and linguistic competence in NIRS. Collaborate with data coordinators, other network members, and external experts, use findings to create field in NIRS for Centers/Programs to report on diversity, inclusion, and cultural and linguistic competence efforts, regardless of whether it is required for federal reporting. Collect information from this field to share strategies and successes within the network.