There are many acronyms in the disability world. As a service to the community, some of these acronyms are listed here, along with a brief explanation and link to websites. There are also several key terms used throughout the objectives and strategies of the Toolkit, and are provided here as a guide.
AIDD (Administration on Intellectual and Developmental Disabilities)
AIDD, a federal government administration within the Department of Health and Human Services, Administration for Community Living, is dedicated to
ensuring that people with disabilities have opportunities to make their own choices, contribute to society, have supports to live independently, and live
free of abuse, neglect, and exploitation. In each state and territory, entities funded by AIDD form a developmental disabilities network, or DD Network,
made up of State Councils on Developmental Disabilities; State Protection and Advocacy Systems; and
University Centers for Excellence in Developmental Disabilities. AIDD also funds Projects of National Significance and
administers the President’s Committee on Intellectual Disabilities. While
each entity within the network serves specific purposes, they were established with overlapping goals to facilitate collaboration and interconnectivity
among the different units. This structure allows each entity to work cross-functionally to achieve the core goals of the DD Act: self-determination,
independence, productivity, integration, and inclusion in all facets of community for people with developmental disabilities. (Retrieved from: http://www.acl.gov/Programs/AoD/Index.aspx)
AUCD (The Association of University Centers on Disabilities)
AUCD is a non-profit membership organization that supports and promotes a national network of university-based interdisciplinary programs. Network members consist of:
These programs serve and are located in every U.S. state and territory and are all part of universities or medical centers. They serve as a bridge between the university and the community, bringing together the resources of both to achieve meaningful change. (from http://www.aucd.org/template/page.cfm?id=850)
Councils
The AUCD Board of Directors has established a number of committees and councils made up of experts in the field to help the leadership address emerging
trends and issues, and to facilitate communication across and beyond the AUCD network. AUCD has six Councils:
(from AUCD site: http://www.aucd.org/template/page.cfm?id=28)
Cultural awareness
The National Center for Cultural Competence defines “cultural awareness” as being cognizant, observant, and conscious of similarities and differences among
and between cultural groups (Goode, 2001, revised 2006). According to Winkelman (2005), awareness of cultural differences and their impact on behavior is
the beginning of intercultural effectiveness. He states that “cultural self-awareness includes recognition of one’s own cultural influences upon values,
beliefs, and judgments, as well as the influences derived from the professional’s work culture” (p. 9). (Gilbert, Goode, and Dunne, nd)
Cultural brokering
Cultural brokering has been defined as " the act of bridging, linking or mediating between groups or persons of different cultural backgrounds for the
purpose of reducing conflict or producing change." (Jezewski, 1990).
Cultural competence
Cultural competence requires that organizations:
Cultural competence is a developmental process that evolves over an extended period of time. Individuals, organizations, and systems are at various levels of awareness, knowledge, and skills along the cultural competence continuum. (Bronheim and Goode, 2013).
Cultural humility
Tervalon and Murray-Garcia coined this term in a 1998 article, in which they conclude “Cultural humility incorporates a lifelong commitment to
self-evaluation and critique, to redressing the power imbalances in the physician-patient dynamic and to developing mutually beneficial and
non-paternalistic partnerships with communities on behalf of individuals and defined populations” (p. 123).
Diversity
AUCD received input from many in AUCD’s network and other stakeholders to define “diversity”, recognizing that this is difficult to define and that
definitions are limiting. Thus, this definition is fluid and may change over time. Diversity is defined as the visible and invisible qualities and
values that shape a person, including this non-exhaustive list of attributes:
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Inclusion
Inclusion is the meaningful representation and consideration of diverse groups. It is not enough to have simply different types of people at the table. We
must take into account people’s specific cultural needs and undo systems of oppression. Meaningful inclusion interrogates the systemic issues that impact
diverse groups through including representatives who can speak to barrier and inform progress from their position of lived expertise.
LEND (Leadership Education in Neurodevelopmental and Related Disabilities)
LEND is a program within the Department of Human Services, Health Resources and Services Administration, Maternal Child and Health Bureau. LEND programs
provide long-term, graduate level interdisciplinary training as well as interdisciplinary services and care. The purpose of the LEND training program is to
improve the health of infants, children, and adolescents with disabilities. They accomplish this by preparing trainees from diverse professional
disciplines to assume leadership roles in their respective fields and by insuring high levels of interdisciplinary clinical competence.
LEND programs operate within a university system, usually as part of a University Center for Excellence (UCEDD) or other larger entity, and collaborate with local university hospitals and/or health care centers. This set-up gives them the expert faculty, facilities, and other resources necessary to provide exceptional interdisciplinary training and services.
There are currently 52 LENDs in 44 states.
(from AUCD site: http://www.aucd.org/template/page.cfm?id=473).
Linguistic Competence
“The capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse
groups including persons of limited English proficiency, those who have low literacy skills or are not literate, individuals with disabilities, and those
who are deaf or hard of hearing. Linguistic competency requires organizational and provider capacity to respond effectively to the health and mental health
literacy needs of populations served. The organization must have policies, structures, practices, procedures, and dedicated resources to support this
capacity” (Bronheim and Goode, 2013).
MCHB (Maternal and Child Health Bureau)
MCHB is a federal government administration within the Department of Human Services, Health Resources and Services Administration. As the only governmental
program responsible for ensuring the health and well-being of the entire population of women, infants, and children, the Title V program plays a critical
role in coordination, capacity building, and quality oversight at the community and state levels. By connecting people to services, programs to programs,
and agencies to agencies, Title V programs maximize resources and increase quality and effectiveness.
The mission of MCHB is to provide leadership, in partnership with key stakeholders, to improve the physical and mental health, safety and well-being of the
maternal and child health (MCH) population which includes all of the nation’s women, infants, children, adolescents, and their families, including fathers
and children with special health care needs. (from http://mchb.hrsa.gov/about/)
SIG (Special Interest Group)
SIGs are made up of individuals in the AUCD network that have common topical interest. SIGs, which are open to anyone in the network, serve as a mechanism
for sharing information, engaging in dialogue, and generating new ideas. SIGs are led by one or more individuals from the network (with AUCD staff support
if needed); they typically meet in person at the AUCD Conference and may share information via email, conference call, or webinars throughout the year.
Because SIGs are driven by the interests of the AUCD membership, new SIGs may emerge while ones that have run their course may disband. (from AUCD site: http://www.aucd.org/template/page.cfm?id=532)
UCEDD (University Centers on for Excellence in Developmental Disabilities, Research and Service)
Since 1963, UCEDDs have been working to accomplish a shared vision that foresees a nation in which all Americans, including Americans with disabilities,
participate fully in their communities. Independence, productivity, and community inclusion are key components of this vision. Currently, there are 67
UCEDDs-at least one in every US state and territory-that are in a unique position to facilitate the flow of disability-related information between
community and university. Centers work with people with disabilities, members of their families, state and local government agencies, and community
providers in projects that provide training, technical assistance, service, research, and information sharing, with a focus on building the capacity of
communities to sustain all their citizens. (from AUCD site: http://www.aucd.org/template/page.cfm?id=24)
References:
Bronheim, S. and Goode, T. (2013). Documenting the Implementation of Cultural and Linguistic Competence: Guide for Maternal and Child Health Bureau Funded Training Programs. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development. Retrieved from http://nccc.georgetown.edu/documents/NCCC_DocumentingCLC_P3.pdf
Gilbert, J., Goode, T. and Dunne, C. (no date). Defining Cultural Awareness. From the Curricula Enhancement Module Series. A Project of the National Center for Cultural Competence, Georgetown University Center for Child and Human Development. Retrieved from http://nccccurricula.info/awareness/
Goode, T. (2001, revised 2006). Key definitions. Washington D.C.: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.
Jezewski, M.A. (Aug.1990). Cultural brokering in migrant farmworker health care. Western Journal of Nursing Research, 12(4), 497-513.
Tervalon, M. and Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Healthcare for the Poor and Underserved, 9(2),117–25.
Winkelman, M. (2005). Cultural awareness, sensitivity & competence. Peosta, Iowa: Eddie Bowers Publishing Co., Inc.