Resource Bank

This online course aims to educate health care practitioners and health professionals about how their biases can contribute to disparities in health and health care. The modules provide explanations about conscious (explicit) and unconscious (implicit) biases and what healthcare professionals can do to recognize and address their own biases. The course is organized into four (4) modules:

1. Defining Bias
2. The Impact of Bias on Health Care
3. Bias and Well-Meaning People; and
4. Addressing Bias. There is brief mention of how biases affect health care experiences had by individuals with developmental disabilities (IDD). Note that a website mentioned in the module by Dr. Glenn Flores designed to direct folks to no-/low-cost English classes (www.literacydirectory.org) is no longer accessible.

Relevant Core Content Areas: Disparities and Inequities, Communication, -Isms and Intersectionality, Training and Professional Development, Research, Services and Supports

This document explains why and how Maternal and Child Health (MCH) Training Programs should assure cultural and linguistic competence (CLC) in their research activities. These programs aim to train leaders in maternal and child health, focusing on interdisciplinary, family-centered, culturally competent care. The document highlights the benefits of integrating cultural and linguistic competence in research.

The included checklist suggests actions including:

• promoting CLC-related student research,
• seeking external supervision when existing faculty does not have expertise in CLC-related research, and
• engaging in community-based participatory research. It emphasizes the roles of self-assessment, addressing biases, and recognizing faculty efforts in CLC research, with the overall goal of guiding MCH Training Programs to reduce health disparities and promote equity.

Relevant Core Content Areas: Assessment and Self-assessment, Training and Professional Development, Disparities and Inequities, Research

This checklist is one of a series aimed at eliminate health disparities based on racial, ethnic, and social status. This checklist:

• is designed to assist organizations and care systems in developing policies, structures and practices that support cultural and linguistic competence,
• specifically focuses on organizations involved in delivering services and supports to children with special health care needs and their families, and
• provides recommendations for organizational practices that advance cultural and linguistic competence.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, Assessment and Self-Assessment, Training and Professional Development, Policy, and Community Engagement

This guide underscores the need to merge family-centered care with cultural and linguistic competence in the healthcare sector. The authors:

• emphasize the importance of honoring cultures and family traditions when implementing family-centered care via culturally and linguistically competent policies and structures,
• present a roadmap to stakeholders on how to integrate these elements into healthcare, and
• focus on research, education, information dissemination, innovative practices, and accountability.

Relevant Core Content Areas: Disparities and Inequities, Assessment and Self-assessment, Communication, Services and Supports, Policy, Training and Professional Development, Community Engagement, Research, and Organizational Change and Leadership

This training video emphasizes the significance of cultural and linguistic competence in health promotion. Introduced by Tawara Goode with a presentation by Dr. Suzanne Bronheim the video:

• delves into the Framework for Cultural & Linguistic Competence,
• provides theoretical models for understanding health promotion approaches,
• underscores the relevance of cultural beliefs, past traumas, and credibility of sources in health promotion
• outlines steps to create effective health promotion training, and
• emphasizes the importance of community engagement.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Communication, Training and Professional Development, Community Engagment

This document, created by the National Center for Cultural Competence (NCCC) for Maternal and Child Health training programs, applies cultural and linguistic competence (CLC) principles to the framework of experiential learning, particularly the Kolb and Kolb model, which defines four elements of experiential learning: (1) concrete experience, (2) abstract conceptualization, (3) reflective observation, and (4) active experimentation.

It provides a side-by-side comparison of the Kolb and Kolb model and the NCCC’s framework for cultural and linguistic competence.

Relevant Core Content Areas: Communication, Assessment and Self-Assessment, Training and Professional Development

This checklist was designed to assist the U.S. Department of Health Resources and Services Administration (HRSA) Maternal and Child Health (MCH) Training Program to address the need for increased diversity of individuals trained.

This document underscores the importance of cultivating an inclusive and culturally competent learning environment (both interpersonal and organizational dimensions of climate) within MCH training programs, as they are critical for both recruiting and retaining underrepresented trainees and faculty.

It highlights that problems in the climate of the learning environment can lead to:

• alienation,
• hindered integration,
• lower academic performance, and
• adjustment difficulties, particularly for racially and ethnically diverse individuals.

Relevant Core Content Areas: Disparities and Inequities, Assessment and Self-Assessment, Training and Professional Development

The Curricula Enhancement Module Series aligns with the vision for equitable access to culturally competent health care. The four modules cover core content areas:

1. Cultural Awareness
2. Cultural Self-Assessment
3. The Process of Inquiry, and
4. Public Health in a Multicultural Environment.

The series was developed by the National Center for Cultural Competence (NCCC) with support from the federal Maternal and Child Health Bureau, Division of Research, Training, and Education (DRTE), These modules:

• Aim to fortify cultural and linguistic competence in public health training.
• Provide resources and strategies for faculty to seamlessly integrate cultural and linguistic competence principles into existing curricula.
• Equip healthcare professionals with skills to provide culturally competent care and promote health equity.
• Address the significance of cultural competence in healthcare, offering tools, strategies, and teaching methods to enhance awareness, self-assessment, effective communication, and preparation for multicultural environments.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Communication, Assessment and Self-Assessment, Policy, Training and Professional Development, Community Engagement, Organizational Change and Leadership

This checklist outlines the purpose and importance of integrating cultural and linguistic competence (CLC) into the curriculum of Maternal and Child Health Bureau (MCHB) funded Training Programs. The document highlights the importance of embedding cultural and linguistic competence principles within the curriculum, stressing that graduates should be equipped to work with diverse populations and address health disparities. Challenges to integrating cultural and linguistic competence into the curriculum are addressed, including faculty readiness and the need to incorporate this content across all courses effectively.

The checklist provides information on the following:

• suggested approaches,
• curriculum content,
• faculty skills and development, and
• support for planning and sustaining curricular change.

Relevant Core Content Areas: Assessment and Self-assessment, Training and Professional Development, Disparities and Inequities

This checklist was developed by the National Center for Cultural Competence (NCCC) in collaboration with an expert faculty workgroup from Maternal and Child Health Bureau (MCBH) funded training programs. It provides a series of items designed to assess cultural and linguistic competence in experiential learning opportunities such as classroom sessions, clinical practica, and research.

Relevant Core Content Areas: Assessment and Self-assessment, Services and Supports, Training and Professional Development, Disparities and Inequities, -Isms and Intersectionality, Research

This checklist is designed to assist systems of care for children and youth with social-emotional and behavioral disorders and their families in developing policies, structures, and practices that advance cultural and linguistic competence. The checklist addresses key definitions and guiding values and principles related to cultural competence, linguistic competence, and community engagement.

Relevant Core Content Areas: Communication, Disparities and Inequities, Community Engagement, Services and Supports; Training and Professional Development

CommunicationFIRST is a civil rights organization focused on people with speech-related communication disabilities. The organization developed its own style guide for language usage. The guide:

• emphasizes the importance of respectful and inclusive language when describing their community,
• asserts the right of individuals to name themselves and emphasize that language can empower or dehumanize, and
• provides examples of terms they use and terms they avoid to ensure respectful and accurate communication.

(Note: The document contains detailed guidelines on language use, particularly in the context of speech-related communication disabilities, which have been summarized here.)

Relevant Core Content Areas: Communication, -Isms and Intersectionality, Training and Professional Development

This set of "Quick Tips” provides valuable guidance for creating culturally and linguistically appropriate training materials and approaches for diverse audiences. These tips offer a comprehensive roadmap for ensuring effective and culturally competent training initiatives. Tips address:

• general considerations in creating culturally and linguistically competent training,
• creating training materials in languages other than English, and
• creating training for diverse audiences.

Relevant Core Content Areas: Communication, Training and Professional Development

This article highlights the critical role that front desk (registration or reception area) interactions play in ensuring culturally and linguistically competent healthcare services. The author:

• emphasizes impact that insensitivity, bias, and discrimination experienced at the front desk has on families’ overall healthcare experiences,
• shares real-life experiences from families to illustrate negative consequences, such as patients feeling insulted, confused, or unwelcome, potentially leading to delayed access to care and missed appointments, and
• provides guidelines for policies, workforce development, and quality improvement to address these issues effectively.

Relevant Core Content Areas: Communication, Disparities and Inequities, Services and Supports, Policy, Training and Professional Development

The provided checklist is designed to help personnel working in early intervention and early childhood settings assess their cultural and linguistic competence. The checklist covers three main areas:

1. physical environment, materials, and resources,
2. communication styles, and
3. values and attitudes

For each item, individuals are asked to self-assess their frequency of practice or level of agreement. The checklist encourages personnel to reflect on their actions and attitudes related to cultural and linguistic competence, emphasizing the importance of creating inclusive and culturally sensitive learning environments for children and families in these settings.

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Assessment/Self-Assessment, Training and Professional Development

This article describes a program designed to improve care for children with intellectual and developmental disabilities (IDD) and/or gender diversity who have experienced trauma. Project ATTAIN (Access to Trauma-informed Treatment and Assessment for Neurodivergent and/or Gender-expansive Youth) aims to train a variety of providers, in trauma-, disability-, and LGBTQ+-informed practices. The initiative involves:

• extensive training,
• screening, and
• the inclusion of people with lived experience.

The project has highlighted the need for further training across different sectors to bridge knowledge gaps and improve service delivery for these vulnerable populations. Ongoing evaluations will continue to shape the program's outreach and training efforts.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Policy, Training and Professional Development, Community Engagement, Research

This journal article discusses the challenges faced by Black families awaiting developmental evaluations for their children. Challenges include long wait times and unique stressors related to race. The article highlights an interdisciplinary collaboration to adapt and implement a program called Parents Taking Action (PTA). This program aims to support these families, involving parents, medical providers, social workers, and community organizations. PTA aims to address challenges and provide supports through culturally and developmentally adapted interventions. The program has produced significant improvements in family outcomes and parent depression. These results highlight the benefits of involving community voices and interdisciplinary approaches in creating effective, culturally sensitive support systems for marginalized populations.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Communication, Training and Professional Development, Community Engagement

The "Disability Statistics Training" online course was developed by the Rehabilitation Research and Training Center on Disability Statistics and Demographics (StatsRRTC) at the UNH Institute on Disability. This course is designed to provide knowledge on disability statistics in the United States. The curriculum offers modules covering various aspects of disability statistics, including:

• accessibility,
• disparities,
• program participation,
• disability measurement,
• eligibility criteria,
• disablement models, and
• available data sources.

Each module aims to equip learners with the skills to navigate and interpret disability-related data. Through this course, participants gain insights into data sources, measurement issues, and the societal context surrounding disability statistics, facilitating informed decision-making and research endeavors.

Relevant Core Content Areas: Disparities and Inequities, Training and Professional Development, Research

The University of Vermont Center on Disability & Community Inclusion Plain Language Checklist offers practical tips for creating accessible content. The checklist advises the use of:  

• active voice,  
• short sentences,  
• simple language with common words, and 
• minimal jargon.  

The checklist also proposes design and format considerations. It emphasizes seeking feedback from people with disabilities to ensure accessibility.  

Relevant Core Content Areas: Services and Supports, Communication, Assessment and Self-Assessment, Training and Professional Development

The United Nations Disability Inclusion Strategy aims to ensure the inclusion of people with disabilities in all UN activities through effective communication. These Easy Read (plain language) guidelines:

• emphasize respectful and inclusive communication practices,
• urge staff to consider individuals rather than disabilities and to avoid harmful stereotypes,
• provide insights into the diverse experiences of people with disabilities,
• highlight the prevalence of discrimination people with disabilities face worldwide, and
• advocate for positive storytelling and involving people with disabilities in the storytelling process.

Additionally, the guide addresses different models of disability, emphasizing a human rights-based approach and the importance of combating ableism. Practical tips for accessible communication online and offline are provided, along with guidance on interacting respectfully with people with disabilities.

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Assessment and Self-Assessment, Training and Professional Development

The United Nations Disability-Inclusive Communications Guidelines underscore the importance of inclusive and accessible communications for both persons with disabilities and the general public. This guide aligns with the goal of 'leaving no one behind' in the 2030 Agenda for Sustainable Development. These guidelines facilitate:

• the creation of disability-inclusive and accessible content,
• the reduction of bias and discrimination,
• promotion of inclusion and participation.

The guidelines emphasize the human rights-based approach outlined in the UN Disability Inclusion Strategy. They provide practical advice on items such as:

• crafting inclusive narratives,
• avoiding stereotypes,
• considering intersectionality, and
• ensuring accessibility and reasonable accommodation.

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Assessment and Self-Assessment, Training and Professional Development

This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural and linguistic cultural competence in health, mental health and human service settings. It provides concrete examples of the kinds of beliefs, attitudes, values and practices which foster cultural and linguistic competence at the individual or practitioner level.

The checklist aims to promote cultural and linguistic competence within health and mental health care delivery programs by encouraging self-reflection and awareness of important aspects in healthcare service provision, such as:  

• creating a culturally inclusive physical environment,  
• utilizing appropriate communication strategies and
• adopting culturally sensitive values and attitudes. 

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Assessment and Self-Assessment, Training and Professional Development, Community Engagement 

In this article, Maranda Ward recounts a distressing experience at a dental office where she faced racial discrimination and mistreatment. Ward reflects on the concept of racial battle fatigue and the chronic stress resulting from racism, both within academia and everyday life. She also discusses how structural racism is embedded in healthcare policies, affecting access to dental care for Black patients. The author emphasizes the importance of cultural responsiveness and anti-bias training for healthcare professionals and advocates for self-care as a form of resistance against racial oppression.

In this video, Bob Williams, co-founder of CommunicationFIRST, discusses the vital role of communication for individuals who rely on Augmentative and Alternative Communication (AAC). He explores the negative consequences of inadequate AAC access, including the disproportionate impact on people of color. Williams also highlights the importance of providing comprehensive support, encompassing both technology and trained professionals, to help AAC users to communicate effectively and live fulfilling lives.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, Communication, Training and Professional Development

This webinar explores barriers to disability inclusion and identity in research. The presenters address the scarcity of relevant data and strategies for more effective engagement with individuals who experience disabilities, particularly those with intersecting identities. The panel features members of the Community Living Equity Center (CLEC) Community Advisory Committee, representing a diverse spectrum of disability experiences, cultures, and pride.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Policy, Training and Professional Development, Community Engagement, Research

This issue of Frontline Initiative focuses on the diverse voices of Direct Support Professionals (DSPs). It features a collection of first-person narratives and articles exploring the challenges and rewards of this work. DSPs share their experiences navigating issues such as:

• mental health advocacy,
• racial disparities and discrimination,
• low wages,
• the impact of being a DSP in rural areas, and
• the strengths that come from diverse backgrounds.

The publication highlights the importance of self-care, the significance of relationships in caregiving, and the vital role DSPs play in creating a more inclusive and equitable future for people with disabilities.

Relevant Core Content Areas: Services and Supports, Training and Professional Development, Organizational Change and Leadership

The Green Mountain Self-Advocates (GMSA) offer a collection of resources to help individuals learn and implement plain language writing techniques. These resources include a one-hour training webinar, a downloadable PowerPoint presentation used in the webinar, a checklist for creating plain language documents, and a list of additional helpful resources. Plain language is important because it ensures that your message is clear, concise, and easily understood by most people. The materials aim to empower individuals to communicate more effectively and accessibly.

Relevant Core Content Areas: Communication, Training and Professional Development

This article describes a virtual training initiative designed to improve the capacity of mental health professionals to care for individuals who experience intellectual and developmental disabilities (IDD) and co-occurring mental health issues. Through the National Center for START (Systemic-Therapeutic-Assessment-Resources-Treatment) Services®, participants in the nine-session series reported feeling more knowledgeable, confident, and comfortable using a strengths-based biopsychosocial approach. The program fostered national collaboration among providers, enhancing the quality of care and well-being for individuals who experience IDD.

Relevant Core Content Areas: Services and Supports, Training and Professional Development

The Green Mountain Self-Advocates (GMSA) Resource Library offers a collection of materials created by and for people who experience developmental disabilities. These resources cover a range of topics, including rights, voting, health, relationships, and finding support. The library aims to equip individuals who experience disabilities to learn about their rights and advocate for themselves effectively.

Relevant Core Content Areas: Disparities and Inequities, -Isms and Intersectionality, Policy, Training and Professional Development

This video presentation is hosted by Adrienne Miao, Audrey Homan, and Jesse Suter from the Center on Disability & Community Inclusion at the University of Vermont. In the presentation, the panelists discuss their efforts to improve accessibility within their center. The presentation addresses the concerns raised by staff regarding accessibility and the steps taken to address them. They share insights from a survey, highlighting the low percentage of staff who had received accessibility training. The panelists discuss their pilot accessibility training program which offered a series of monthly workshops covering various aspects of accessibility. They discuss the results of this training program, and conclude with reflections on challenges, motivations, and future steps. The presentation emphasizes the ongoing nature of accessibility work and the importance of collaborative efforts to create more inclusive communities.   

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Communication, Training and Professional Development 

The Cultural and Linguistic Competence Family Organization Assessment Instrument (CLCFOA) is designed to help family organizations plan for and implement culturally and linguistically competent policies, structures, and practices to enhance service quality, address disparities, and promote equity. The assessment captures data on various aspects of organizational values, practices and policies. The results of the assessment are intended to be used for creating an action plan to advance the organization’s cultural and linguistic competence by identifying areas of strength, areas for growth and challenges to achieving this goal.

The CLCFOA aligns with the National Center for Cultural Competence's frameworks for cultural and linguistic competence.

Relevant Core Content Areas: Organizational Change and Leadership, Assessment/Self-Assessment, Services and Supports, Training and Professional Development

This checklist is intended to heighten the awareness and sensitivity of personnel providing services and supports to LGBTQ youth and their families to the importance of cultural diversity and cultural competence in human service settings. It provides concrete examples of the kinds of values and practices that foster an environment of cultural and linguistic competence. The checklist is organized into three categories:  

1. physical environment, materials, and resources, 
2. communication practices, and 
3. values and attitudes. 

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Assessment and Self-Assessment, Training and Professional Development 

The New Hampshire Disability and Health Program (DHP) offers a two-part training module on cultural competence with disability aimed at public health professionals and their partners. The modules seek to improve the health and quality of life for individuals who experience disabilities by providing information and strategies for promoting health equity and creating accessible and inclusive public health services. The training covers the meaning of cultural competence in the context of disability and offers practical approaches for professionals to implement in their work.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, Communication, Training and Professional Development

This article emphasizes the importance of tailoring assistive technology (AT) solutions to the unique needs and preferences of individuals who experience intellectual and developmental disabilities. David Van Hook advocates for a person-centered approach to ensure that the chosen technology genuinely enhances the person's quality of life and promotes greater independence. This approach focuses on assessing the individual's strengths, challenges, and goals before identifying suitable AT options. He also highlights the necessity of ongoing training and consistent use of the technology, involving both the individual and their support network, to adapt to evolving needs and ensure sustained effectiveness. ​

Relevant Core Content Areas: Services and Supports, Communication, Training and Professional Development, Community Engagement

This toolkit is a comprehensive collection of resources—available in both English and Spanish—designed to support individuals with disabilities and their families in building financial knowledge and wellness. The toolkit includes easy-to-use guides and worksheets on essential topics such as opening a bank account, understanding disability benefits and SSDI (Social Security Disability Insurance), using ABLE (Achieving a Better Life Experience) accounts, and budgeting for everyday expenses like groceries. These materials aim to empower users to make informed financial decisions and gain greater independence and stability.

Relevant Core Content Areas: Services and Supports, Policy, Training and Professional Development

This study looks at differences in access to specialty care for children with autism and developmental disabilities (ASD/DD), especially how providers respond to parents' concerns. Research shows that Latino children with ASD/DD get fewer specialty services than White children. The study asks whether Latino children with significant disabilities are less likely to get these services when providers give passive or reassuring responses, like saying the child might "grow out of it." The findings suggest that how providers engage with parents affects service gaps and highlight the need for more proactive support to ensure fair access to care.

Relevant Core Content Areas: Communication, Services and Supports, -Isms and Intersectionality, Training and Professional Development, Research

The Frontline Initiative is a biannual publication from the University of Minnesota's Institute on Community Integration (ICI). The publication focuses on issues important to direct support professionals and supervisors who support people who experience intellectual, developmental, and other disabilities in a variety of community settings. Each feature issue contains resources, perspectives, and strategies to advance the direct support profession.

Relevant Core Content Areas: Services and Supports, Training and Professional Development

This self-assessment checklist is designed for staff working in residential programs that provide behavioral health services and supports to children, youth, and their families. It provides an opportunity for staff to indicate the extent to which they believe their residential programs demonstrate an environment that values cultural diversity and supports cultural and linguistic competence. Concrete examples of the kinds of values, practices, and resources that foster such an environment are included in checklist items. The checklist is organized into four main sections:  

• physical environment, materials, and resources, 
• communication and linguistic competence, 
• program practices to support cultural and linguistic competence and
• program values and worldview.  The checklist aims to enhance a program's ability to serve culturally diverse populations effectively and respectfully.  

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Assessment and Self-Assessment, Training and Professional Development 

This checklist is designed to provide a structure for discussion and self-examination related to cultural and linguistic competence within pediatric, internal, or family medicine practices concerning transition services for youth with disabilities and special health care needs. It is also designed to facilitate the programmatic and organizational change necessary to respond effectively to culturally defined beliefs, practices, and preferences and the inherent issues they raise in the provision of health care and related services for youth and their families. The checklist introduces the Got Transition’s Six Core Elements of Health Care Transition 2.0, and is organized into six main sections:

1. guiding values and principles, 
2. policies, 
3. structures, 
4. practices, 
5. behaviors and 
6. attitudes.  

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Assessment and Self-Assessment, Policy, Training and Professional Development, Organizational Change and Leadership 

This article explores how identity, equity, and inclusion intersect to shape a person’s experience of belonging. Using a Venn diagram as a framework, the author illustrates how different aspects of identity (such as race, gender, and class) interact with systems of power and access. The piece emphasizes that equity and inclusion are not just values but choices that must be made repeatedly in daily practice. It encourages leaders and organizations to recognize that fostering belonging requires more than representation. Fostering belonging also involves creating conditions where people’s needs are met and their identities respected across varied contexts.

Relevant Core Content Areas: Disparities and Inequities, Training and Professional Development

Open Future Learning is an online learning platform dedicated to supporting professionals in the intellectual, developmental, and learning disability workforce. The website offers multimedia training modules designed to enhance the skills of support staff and improve the quality of care for individuals with disabilities. The content is created with input from leaders and advocates in the field. The platform supports both individual and group learning, with tools for administrators to track progress and issue certificates. Each module includes a section for reflection and planning, so learners can apply what they’ve learned in real-life settings.

Relevant Core Content Areas: Services and Supports, Training and Professional Development, Organizational Change and Leadership

In this article, Danyale Sturdivant shares her personal and professional perspective as a Black parent of a child with Autism and as a disability justice advocate. She highlights how systemic racism, provider bias, and lack of cultural understanding often delay diagnosis and create barriers to support for families of color. Drawing from both her lived experience and her work with families nationwide, Sturdivant underscores the need for providers to listen more deeply, approach families with humility, and center trust and cultural responsiveness. The article also offers practical guidance for Black parents navigating these systems and encourages collective healing and empowerment through community and advocacy.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Training and Professional Development, Community Engagement, Organizational Change and Leadership

This study examines how cultural competence training within interdisciplinary leadership programs can improve health care for racially and ethnically diverse children with disabilities. Researchers gathered insights from 51 participants—including program directors, trainees, and diverse parents of children with disabilities—who ranked various training outcomes by importance. The analysis revealed six key factors that reflect both established and new perspectives on cultural competence. Notably, the voices of racially and ethnically diverse parents introduced insights often missing from traditional models. The findings suggest that incorporating these diverse viewpoints can enhance training programs, leading to more culturally congruent and equitable health care services for children with disabilities.

Relevant Core Content Areas: Services and Supports, -Isms and Intersectionality, Communication, Policy, Training and Professional Development, Community Engagement, Research, Organizational Change and Leadership

Founded in 1957, YAI is a nonprofit organization dedicated to providing services for individuals who experience intellectual and developmental disabilities (IDD). YAI supports more than 20,000 people across New York, New Jersey, and California through a comprehensive range of over 300 programs. YAI operates as a network of allied agencies, including healthcare providers and specialized schools. The video reinforces YAI’s belief in putting people before disabilities and empowering individuals to pursue their goals with dignity and support.​

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, Communication, Training and Professional Development, Community Engagement, Organizational Change and Leadership

In this article, Alice Wong shares her journey of adapting to life without speech after a severe health crisis. She discusses her transition to using augmentative and alternative communication (AAC) methods, such as text-to-speech apps, and the challenges of navigating social interactions with these tools. Wong highlights the emotional and cognitive adjustments required, the ableism she faces, and the importance of community support among AAC users. Her narrative emphasizes the need for greater awareness and inclusion of nonspeaking individuals in society.

Relevant Core Content Areas: Disparities and Inequities, Services and Supports, -Isms and Intersectionality, Communication, Training and Professional Development, Organizational Change and Leadership

In this installment of the Let’s Get REAL series, Steve Jarose, director of the National Coalition Building Institute, offers a candid reflection on racism and equity. Jarose highlights the subtle ways unconscious biases manifest, even in well-intentioned efforts at diversity and inclusion. He emphasizes the importance of "doing the homework" – acknowledging white privilege and understanding the historical context of racial disparities – before engaging in cross-racial dialogues. Jarose argues that true equity isn't about treating everyone the same but about recognizing individual needs and providing tailored support.

Relevant Core Content Areas: Disparities and Inequities, -Isms and Intersectionality, Training and Professional Development

In this installment of the Let’s Get REAL series, Jeiri Flores delivers a powerful message on racism and equity. Sharing deeply personal experiences, she exposes the constant emotional toll of navigating a world steeped in systemic inequities. Flores challenges viewers to move beyond surface-level conversations about diversity and take concrete action. She underscores the urgency of her call for tangible results, not just performative allyship. This video is a call to action for anyone wanting to understand the true meaning of equity and the work required to achieve it.

Relevant Core Content Areas: Disparities and Inequities, -Isms and Intersectionality, Training and Professional Development

In this installment of the Let’s Get REAL series, William Johnson Jr. reflects on a defining moment from his youth—when his high school stripped him of his newspaper editorship for challenging segregation. The experience fueled a lifelong commitment to civil rights. He explores the meaning of equity, arguing that true opportunity isn’t just about removing barriers but actively addressing historical disadvantages. Using an analogy of a rigged race, he challenges viewers to rethink what fairness really means. Johnson Jr. stresses that real change isn’t just about time passing—it requires tough conversations and deliberate action.

Relevant Core Content Areas: Disparities and Inequities, -Isms and Intersectionality, Training and Professional Development