University Centers on Disabilities Resources

Are you familiar with the Association of University Centers on Disabilities? It is a program The Association of University Centers on Disabilities (AUCD) is a membership organization that supports and promotes a national network of university-based interdisciplinary programs. Network members consist of:

  • 67 University Centers for Excellence in Developmental Disabilities (UCEDD), funded by the Office on Intellectual Developmental Disabilities (OIDD)
  • 52 Leadership Education in Neurodevelopmental Disabilities (LEND) Programs funded by the Maternal and Child Health Bureau (MCHB)
  • 14 Intellectual and Developmental Disability Research Centers (IDDRC), most of which are funded by the National Institute for Child Health and Development (NICHD)

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.

AUCD supports this national network through:

  • Leadership on major social problems affecting all people living with developmental or other disabilities or special health needs
  • Advocacy with Congress and executive branch agencies that fund and regulate programs used by people with disabilities
  • Networking and partnering with other national organizations to advance the network’s national agendas
  • Promoting communication within the network and with other groups by collecting, organizing, and disseminating data on network activities and accomplishments
  • Technical assistance provision on a broad range of topics

The following are Networks located in each State:

Alabama

The University of Alabama at Birmingham
933 19th Street South, CH19 Room 307(Location)
1720 2nd Avenue South, CH19 Room 307 (Mailing)
Birmingham, AL 35294-0021
Main Phone:  205-934-5471
Toll Free Number:  800-822-2472
Main Fax:  205-975-2380
Main Email:  fbiasini@uab.edu
Website:  www.uab.edu/civitansparks

Alaska

UCEDD,LEND Program:
Center for Human Development
University of Alaska Anchorage
2702 Gambell Street
Suite 103
Anchorage, AK 99503
Main Phone:  907-272-8270
Main Fax:  907-274-4802
Website:  http://www.alaskachd.org

Arizona

Arizona UCEDD
Northern Arizona University
Institute for Human Development
912 Riordan Ranch Road
PO Box 5630
Flagstaff, AZ 86011-5630
Main Phone:  928-523-7921
Main Fax:  928-523-9127
TTY:  928-523-1695
Website:  http://www.nau.edu/ihd/

Arkansas 

Partners for Inclusive Communities
University of Arkansas at Fayetteville
322 Main. Suite 501
Little Rock, AR 72201
Main Phone:  501-301-1100
Toll Free Number:  800-342-2923
Main Fax:  501-682-5423
TTY:  800-342-2923
Main Email:  partners@uark.edu
Website:  http://UofAPartners.uark.edu

California

UCEDD Program:
USC UCEDD at the Children’s Hospital Los Angeles
Children’s Hospital Los Angeles
University of Southern California
4650 Sunset Boulevard
Mailstop #53
Los Angeles, CA 90027-6062
Main Phone:  323-361-2300
Main Fax:  323-361-8305
Main Email:  uscucedd@chla.usc.edu
Website:  http://www.uscucedd.org
AUCD State Profile: AUCD CA State Profile

Colorado 

JFK Partners
University of Colorado Denver
School of Medicine
13121 E. 17th Ave, C234
Aurora, CO 80045
Main Phone:  303-724-5266
Main Fax:  303-724-7664
Website:  http://www.jfkpartners.org

Connecticut

UConn Center for Excellence in Developmental Disabilities
University of Connecticut A.J. Pappanikou Center for Excellence in Developmental Disabilities
263 Farmington Ave., MC 6222
Farmington, CT 06030-6222
Main Phone:  860-679-1500
Toll Free Number:  866-623-1315
Main Fax:  860-679-1571
TTY:  860-679-1502
Main Email:  bruder@uchc.edu
Website:  http://www.uconnucedd.org

Delaware

Center for Disabilities Studies
College of Education and Human Development
University of Delaware
461 Wyoming Road
Newark, DE 19716
Main Phone:  302-831-6974
Main Fax:  302-831-4690
TTY:  302-831-4689
Main Email:  mineo@udel.edu
Website:  http://www.udel.edu/cds

District of Columbia 

Georgetown UCEDD
Georgetown University
Center for Child and Human Development
3300 Whitehaven Street, NW, Suite 3300
Mailing address Box 571485
Washington, DC 20057-1485
Main Phone:  202-687-8807
Main Fax:  202-687-8899
TTY:  202-687-5503
Website:  https://ucedd.georgetown.edu/
Website 2:  https://gucchd.georgetown.edu/
Twitter:  https://twitter.com/GUUCEDD
Facebook:  https://www.facebook.com/GUUCEDD/

Florida

UCEDD,LEND Program:
Mailman Center for Child Development
University of Miami Miller School of Medicine
Department of Pediatrics
Department of Pediatrics (D-820)
P.O. Box 016820
Miami, FL 33101
Main Phone:  305-243-6801
Main Fax:  305-243-5978
Main Email:  darmstrong@med.miami.edu
Website:  http://mailmancenter.org
AUCD State Profile: AUCD FL State Profile.pdf

Georgia

Institute on Human Development and Disability
A University Center for Excellence in Developmental Disabilities Education, Research, and Service
College of Family and Consumer Sciences
River’s Crossing Building, The University of Georgia
850 College Station Road
Athens, GA 30602-4806
Main Phone:  706-542-3457
Main Fax:  706-542-4815
Main Email:  contact@ihdd.uga.edu
Website:  http://www.ihdd.uga.edu

Hawaii

Pacific Basin Program
University of Hawaii, Center on Disability Studies
1410 Lower Campus Road, #171F
Honolulu, HI 96822
Main Phone:  808-956-2303
Main Fax:  808-956-7878
Main Email:  kiriko@hawaii.edu
Website:  www.hawaii.edu/cds

Idaho 

Idaho Center on Disabilities and Human Development
College of Education, Health and Human Sciences
1187 Alturas Drive
Moscow, ID 83843
Main Phone:  208-885-6000
Main Fax:  208-885-6145
TTY:  800-432-8324
Main Email:  idahocdhd@uidaho.edu
Website:  http://www.idahocdhd.org
Facebook:  https://www.facebook.com/Idahocdhd/

Illinois 

University of Illinois UCE
Institute on Disability and Human Development (M/C 626)
Department of Disability and Human Development
The University of Illinois at Chicago
1640 West Roosevelt Road
Chicago, IL 60608-6904
Main Phone:  312-413-1647
Main Fax:  312-413-4098
TTY:  312-413-0453
Website:  http://ahs.uic.edu/disability-human-development/
Website 2:  http://go.uic.edu/DHD
Twitter:  https://twitter.com/idhd_uic
Facebook:  https://www.facebook.com/UICDHD/

Indiana 

Indiana Institute on Disability and Community
Indiana University
2810 East Discovery Parkway
Bloomington, IN 47408
Main Phone:  812-855-6508
Main Fax:  812-855-9630
Main Email:  iidc@indiana.edu
Website:  http://www.iidc.indiana.edu
Twitter:  https://twitter.com/IIDCIU
Facebook:  https://www.facebook.com/pages/Indiana-Institute-on-Disability-and-Community-at-Indiana-University/71615188471

Iowa

UCEDD,LEND Program:
Iowa’s University Center for Excellence in Disabilities
Center for Disabilities and Development
100 Hawkins Drive
Iowa City, IA 52242-1011
Main Phone:  319-384-5656
Main Fax:  319-356-8284
Main Email:  meredith-field@uiowa.edu
Website:  https://uihc.org/ucedd/
Website 2:  https://uihc.org/ucedd/iowa-leadership-education-neurodevelopmental-and-related-disabilities-project

Kansas 

Kansas University Center on Developmental Disabilities
University of Kansas
Schiefelbusch Institute for Life Span Studies
1200 Sunnyside Avenue
3111 Haworth
Lawrence, KS 66045-7534
Main Phone:  785-864-7600
Main Fax:  785-864-7605
Main Email:  kucdd@ku.edu
Website:  http://www.kucdd.org
Facebook:  https://www.facebook.com/ksucdd/?ref=aymt_homepage_panel

Kentucky

University of Kentucky Human Development Institute
University Center on Disability
University of Kentucky
126 Mineral Industries Building
Lexington, KY 40506-0051
Main Phone:  859-257-1714
Main Fax:  859-323-1901
TTY:  859-257-2903
Website:  http://www.hdi.uky.edu
Facebook:  https://www.facebook.com/ukhdi/

Louisiana

LSUHSC – Human Development Center
LSUHSC – Human Development Center
School of Allied Health Professions
411 So. Prieur Street – 4th Floor Room 472
New Orleans, LA 70112-2262
Main Phone:  504-556-7585
Main Fax:  504-556-7574
Website:  http://www.hdc.lsuhsc.edu

Maine

University Center for Excellence in Developmental Disabilities
The University of Maine
Center for Community Inclusion and Disability Studies
5717 Corbett Hall
Orono, ME 04469-5717
Main Phone:  207-581-1084
Toll Free Number:  800-203-6957
Main Fax:  207-581-1231
TTY:  800-203-6957
Main Email:  CCIDSMAIL@maine.edu
Website:  http://www.ccids.umaine.edu

Maryland

Maryland Center for Developmental Disabilities
Kennedy Krieger Institute
7000 Tudsbury Road
Gwynn Oak, MD 21244
Main Phone:  443-923-9555
Toll Free Number:  888-554-2080
Main Fax:  443-923-9570
TTY:  443-923-2645
Website:  http://www.kennedykrieger.org/community/maryland-center-developmental-disabilities

Massachusetts 

Institute for Community Inclusion/ UCEDD
University of Massachusetts Boston
100 Morrissey Blvd.
Boston, MA 02125
Main Phone:  617-287-4300
Main Fax:  617-287-4352
TTY:  617-287-4350
Main Email:  ici@umb.edu
Website:  http://www.communityinclusion.org

Michigan 

Michigan Developmental Disabilities Institute (MI-DDI)
Wayne State University
4809 Woodward Avenue
268 Leonard N. Simons Building
Detroit, MI 48202
Main Phone:  313-577-2654
Toll Free Number:  888-978-4334
Main Fax:  313-577-3770
TTY:  313-577-2654
Main Email:  middi@wayne.edu
Website:  http://ddi.wayne.edu
Twitter:  https://twitter.com/DDIatWSU
Facebook:  https://www.facebook.com/MIDDIatWSU/

Minnesota 

Institute on Community Integration
University of Minnesota
College of Education and Human Development
102 Pattee Hall
150 Pillsbury Drive SE
Minneapolis, MN 55455-0223
Main Phone:  612-624-6300
Main Fax:  612-624-9344
Main Email:  ici@umn.edu
Website:  http://ici.umn.edu
Website 2:  http://lend.umn.edu
Facebook:  https://www.facebook.com/InstituteonCommunityIntegration/

Mississippi 

Institute for Disability Studies: Mississippi’s UCEDD
The University of Southern Mississippi
118 College Drive #5163
Hattiesburg, MS 39406-0001
Main Phone:  601-266-5163
Toll Free Number:  888-671-0051
Main Fax:  601-266-5114
TTY:  888-671-0051
Main Email:  Rebekah.Young@usm.edu
Website:  https://www.usm.edu/ids/
AUCD State Profile: Institute for Disability Studies FY 2019 Report Card

Missouri 

UMKC Institute for Human Development (UCE)
215 W. Pershing
6th Floor
Kansas City, MO 64108
Main Phone:  816-235-1770
Main Fax:  816-235-1762
TTY:  800-452-1185
Main Email:  reigharda@umkc.edu
Website:  http://www.ihd.umkc.edu

Montana

The Rural Institute for Inclusive Communities
University of Montana
Corbin Hall
Missoula, MT 59812-7056
Main Phone:  406-243-5467
Toll Free Number:  800-732-0323
Main Fax:  406-243-4730
Main Email:  rural@ruralinstitute.umt.edu
Website:  http://ruralinstitute.umt.edu/
Twitter:  https://twitter.com/riic_ed
Facebook:  https://www.facebook.com/RuralInstitute
AUCD State Profile: AUCD MT State Profile.pdf

Nebraska 

Nebraska UCEDD
Munroe-Meyer Institute for Genetics and Rehabilitation
University of Nebraska Medical Center
985450 Nebraska Medical Center
Omaha, NE 68198-5450
Main Phone:  402-559-6483
Toll Free Number:  800-656-3937
Main Fax:  402-559-5737 (UCEDD)
Main Email:  mshriver@unmc.edu
Website:  http://www.unmc.edu/mmi
Twitter:  Unmc_mmi
Facebook:  https://www.facebook.com/MunroeMeyerInstitute
AUCD State Profile: HORNETS 2018 (1).pdf

Nevada 

Nevada Center for Excellence in Disabilities
University of Nevada, Reno
Mail Stop 285
Reno, NV 89557
Main Phone:  775-784-4921
Toll Free Number:  1-800-216-7988
Main Fax:  775-784-4997
TTY:  775-327-5234
Website:  http://nced.info/

New Hampshire

Institute on Disability / UCED
University of New Hampshire
Institute on Disability
10 West Edge Drive, Suite 101
Durham, NH 03824-3595
Main Phone:  603-862-4320
Toll Free Number:  800-238-2048
Main Fax:  603-862-0555
Main Email:  Contact.IOD@unh.edu
Website:  http://www.iod.unh.edu
Twitter:  http://twitter.com/unhiod
Facebook:  http://www.facebook.com/instituteondisability
AUCD State Profile: AUCD NH Profile

New Jersey

The Boggs Center on Developmental Disabilities
Department of Pediatrics
Rutgers Robert Wood Johnson Medical School
335 George Street
Suite 3500
New Brunswick, NJ 08901
Main Phone:  732-235-9300
Main Fax:  732-235-9330
Website:  http://rwjms.rutgers.edu/boggscenter

New Mexico 

University of New Mexico
Center for Development and Disability
Pediatrics
2300 Menaul Blvd NE
Albuquerque, NM 87107
Main Phone:  505-272-3000
Main Fax:  505-272-2014 (UCEDD)
Website:  http://cdd.unm.edu

New York

Rose F. Kennedy Center LEND
The Teaching Hospital of Albert Einstein College of Medicine
Montefiore Medical Center
1225 Morris Park Avenue
Bronx, NY 10461
Main Phone:  718-839-7162
Main Fax:  718-904-1162
Website:  http://www.einstein.yu.edu

North Carolina

Carolina Institute for Developmental Disabilities
The University of North Carolina at Chapel Hill
Campus Box 7255
Chapel Hill, NC 27599-7255
Main Phone:  919-966-5171
Main Fax:  919-966-2230
Website:  http://www.cidd.unc.edu/

North Dakota

North Dakota Center for Persons with Disabilities
Minot State University
Memorial Hall 203
500 University Avenue West
Minot, ND 58707
Main Phone:  701-858-3580
Toll Free Number:  800-233-1737
Main Fax:  701-858-3483
TTY:  701-858-3580
Main Email:  ndcpd@minotstateu.edu
Website:  http://www.ndcpd.org
Facebook:  https://www.facebook.com/North-Dakota-Center-for-Persons-with-Disabilities-NDCPD-118515191583313/
AUCD State Profile: AUCD in North Dakota

Ohio

University of Cincinnati Center for Excellence in Developmental Disabilities
Cincinnati Children’s Hospital Medical Center
Division of Developmental and Behavioral Pediatrics
3333 Burnet Avenue
MLC 4002
Cincinnati, OH 45229-3039
Main Phone:  513-803-0653
Main Fax:  513-803-0072
TTY:  513-636-4900
Main Email:  ucucedd@cchmc.org
Website:  https://www.ucucedd.org
Facebook:  www.facebook.com/ucucedd

Oklahoma

Center for Interdisciplinary Learning and Leadership
University of Oklahoma Health Sciences Center
College of Medicine
PO Box 26901, ROB 342
Oklahoma City, OK 73190-3042
Main Phone:  405-271-4500
Toll Free Number:  800-627-6827
Main Fax:  405-271-1459
TTY:  405-271-1464
Website:  http://www.ouhsc.edu/thecenter/

Oregon

Oregon Health & Science University UCEDD
Oregon Health & Science University
Institute on Development & Disability
707 SW Gaines St.
Portland, OR 97239
Main Phone:  503-494-8364
Main Fax:  503-494-6868
Main Email:  idd@ohsu.edu
Website:  http://www.ohsu.edu/ucedd
Twitter:  https://twitter.com/OHSUUCEDD
Facebook:  https://www.facebook.com/OHSU.UCEDDCPC/

Pennsylvania 

Institute on Disabilities/UCEDD
Temple University
1755 N 13th Street, Suite 411
Howard Gittis Student Center – South
Philadelphia, PA 19122
Main Phone:  215-204-1356
Main Fax:  215-204-6336
TTY:  215-204-1356
Main Email:  iod@temple.edu
Website:  http://disabilities.temple.edu

Puerto Rico 

Puerto Rico University Center for Excellence on Developmental Disabilities/IDD
Graduate School of Public Health
Medical Sciences Campus
University of Puerto Rico
P.O. Box 365067
San Juan, PR 00936-5067
Main Phone:  787-754-4377
Toll Free Number:  866-754-4300
Main Fax:  787-764-5424
Website:  http://iddpr.rcm.upr.edu/

Rhode Island

UCEDD Program:
Paul V. Sherlock Center on Disabilities
Rhode Island College
600 Mount Pleasant Avenue
Providence, RI 02908
Main Phone:  401-456-8072
Main Fax:  401-456-8150
Website:  http://www.sherlockcenter.org

South Carolina

Center for Disability Resources
University of South Carolina
Department of Pediatrics
School of Medicine
Columbia, SC 29208
Main Phone:  803-935-5231
Main Fax:  803-935-5059
Website:  http://uscm.med.sc.edu/cdrhome/

South Dakota 

Center for Disabilities
Sanford School of Medicine of The University of South Dakota
Department of Pediatrics
1400 West 22nd Street
Sioux Falls, SD 57105-1570
Main Phone:  605-357-1439
Toll Free Number:  800-658-3080
Main Fax:  605-357-1438
TTY:  800-658-3080
Main Email:  cd@usd.edu
Website:  http://www.usd.edu/cd
Twitter:  https://twitter.com/CD_SouthDakota
Facebook:  https://www.facebook.com/CDSouthDakota/

Tennessee 

Boling Center for Developmental Disabilities
University of Tennessee Health Science Center
711 Jefferson Avenue
Memphis, TN 38105
Main Phone:  901-448-6511
Toll Free Number:  888-572-2249
Main Fax:  901-448-7097
TTY:  901-448-4677
Website:  http://www.uthsc.edu/bcdd/

Texas

Texas Center for Disability Studies
The University of Texas at Austin
Commons Learning Center
10100 Burnet Road
Austin, TX 78758-4445
Main Phone:  512-232-0740
Toll Free Number:  800-828-7839
Main Fax:  512-232-0761
TTY:  512-232-0762
Website:  https://disabilitystudies.utexas.edu/
Twitter:  https://twitter.com/TCDS_UT
Facebook:  https://www.facebook.com/TexasCenterforDisabilityStudies

Utah

Center for Persons with Disabilities
Utah State University
University Center for Excellence in Disabilities
6800 Old Main Hill
Logan, UT 84322-6800
Main Phone:  435-797-1981
Toll Free Number:  866-284-2821
Main Fax:  435-797-3944
TTY:  435-797-1981
Website:  http://www.cpd.usu.edu
Twitter:  https://twitter.com/@cpdusu
Facebook:  https://www.facebook.com/cpdusu/

Vermont

Center on Disability and Community Inclusion
The UCEDD of Vermont/University of Vermont
College of Education and Social Services
Mann Hall – 3rd Floor
208 Colchester Avenue
Burlington, VT 05405-1757
Main Phone:  802-656-4031
Main Fax:  802-656-1357
Main Email:  Jeanne.Nauheimer@uvm.edu
Website:  http://www.uvm.edu/cdci/
Twitter:  @CDCIatUVM
Facebook:  https://www.facebook.com/CDCIatUVM/

Virginia

Partnership for People with Disabilities
Virginia University Center for Excellence
Virginia Commonwealth University
PO Box 843020
700 E. Franklin Street
Richmond, VA 23284-3020
Main Phone:  804-828-3876
Main Fax:  804-828-0042
TTY:  800-828-1120
Website:  http://www.vcu.edu/partnership

Washington

Center on Human Development and Disabilities
University of Washington
Center on Human Development and Disability
PO Box 357920
Seattle, WA 98195-7920
Main Phone:  206-543-2832
Main Fax:  206-543-5771
Main Email:  Chdd@u.washington.edu
Website:  http://www.depts.washington.edu/chdd/ucedd.html

West Virginia

Center for Excellence in Disabilities (CED)
West Virginia University
959 Hartman Run Road, Research Park
Morgantown, WV 26505
Main Phone:  304-293-4692
Toll Free Number:  888-829-9426
Main Fax:  304-293-7294
TTY:  800-518-1448
Main Email:  contact@cedwvu.org
Website:  http://www.cedwvu.org/
Facebook:  https://www.facebook.com/wvuced/?fref=ts

Wisconsin

Waisman Center
University of Wisconsin-Madison
1500 Highland Ave
Madison, WI 53705-2280
Main Phone:  608-263-1656
Main Fax:  608-263-0529
Website:  http://www.waisman.wisc.edu/
Website 2:  https://wilend.waisman.wisc.edu/

Wyoming

Wyoming Institute for Disabilities (WIND)
University of Wyoming
Department 4298
1000 E. University Avenue
Laramie, WY 82071
Main Phone:  307-766-2761
Main Fax:  307-766-2763
TTY:  307-766-2720
Main Email:  uw.wind@uwyo.edu
Website:  http://www.uwyo.edu/wind
Twitter:  https://twitter.com/wind_wyo
Facebook:  https://www.facebook.com/Wyominginstitutefordisabilities/?ref=aymt_homepage_panel

 

Adult Provider Training Resources

Abuse and Neglect

Sexual Abuse of People with Disabilities

Sexual Abuse Definition-The ARC

Preventing Abuse of Children with Cognitive, Intellectual and Developmental Disabilities

Abuse and Neglect: Individuals with Developmental Disabilities

Choking/ Aspiration

Teaching Material on Choking

Arizona Department of Economic Security

Eunice Kennedy Shriver-Dysphasia, Aspiration and Choking

Ohio Department of Developmental Disabilities

New York State Choking Prevention Resources

Washington State Department of Social and Health Services

State Agencies Choking Alerts

Georgia Department of Behavioral Health and Developmental Disabilities

Minnesota Mental Health and Developmental Disabilities 

New Jersey Health and Safety Alert Choking

CPR Training for Disabled Students

Fire Safety

Educational materials for people with disabilities

Fire safety and teaching people with intellectual disabilities

Fire Safety for Individuals with disabilities

Fire safety outreach materials for people with disabilities

Guide to teaching fire safety to students with disabilities

Incident Reporting

Incident/abuse, identification, reporting and processing 

Incident reporting for individuals with developmental disabilities

Incident response and reporting manual

Major unusual incidents and unusual incidents

Personal support worker incident report requirements

Overview of Developmental Disabilities

Introduction to developmental disabilities

Introduction to intellectual and developmental disabilities 

Introduction to developmental disabilities classroom participant guide

Orientation Manual for Direct Support Professionals

Van Safety

A guide for drivers of seniors and persons with disabilities

Oversight of Passenger Safety

Safe Transportation of People in Wheelchairs

Transportation Safety Awareness

Is It Just ADHD? Comorbidities That Unlock an Accurate Mental Health Diagnosis

Published by: ADDitude Magazine
Written by: BY WES CRENSHAW, PH.D.KELSEY DAUGHERTY, DNP, PMHNP-BC

A mental health diagnosis is based almost entirely on the discussion of symptoms between a patient and his mental health provider. You might think being the diagnosis expert is your doctor’s job alone, but if you don’t thoroughly understand the diagnosis for yourself or your loved one, you may not get the treatment you need. You want to understand everything you can about how your diagnosis is made, and what it means, so you can communicate well with your prescriber and therapist.

For many people with attention deficit disorder (ADHD or ADD), understanding a single diagnosis isn’t enough. Many present with symptoms of two or more conditions. We call this “co-occurrence.” Great. Just when you thought nothing else could be wrong, you realize (or find out) you may have another psychiatric diagnosis. Click here to read the rest of the story

 

Teaching Visually Impaired Students

According to IDEA’s definition, visually impairment is defined as including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. There are 3 types of blindness including The types of vision impairments are low visual acuity, blindness, and legal blindness (which varies for each country): Low visual acuity, also known as moderate visual impairment, is a visual acuity between 20/70 and 20/400 with your best corrected vision, or a visual field of no more than 20 degrees.

The following articles and links provide resources on teaching students with visual impairments.

Teaching Strategies

The following are articles that provide tips and resources on teaching students with visual impairments.

10 tips for teaching blind or visually impaired students

Classroom strategies for regular education teachers who have students with visual impairments

General tips for teaching visually impaired students

How to teach a blind or visually impaired student

Inclusion teaching: Vision impairment and blindness

Teaching languages to blind and visually impaired students

Teaching strategies for vision impaired students

Teaching the blind and visually impaired

Strategies for helping children with visual impairments to develop listening skills

Visual impairment in the classroom

Teaching Activities

The following links provide activities that can used to teach students with visual impairments.

Adapting materials for visually impaired students

Create a restaurant book with tactile symbols

Durable braille flashcards

Tips and tools for teaching beginning braille skills

 

Community Inclusion Resources

According the the Centers for Disease Control and Prevention (CDC), Disability affects approximate 61 million, or nearly 1 in 4 (26%) people in the United States living in communities. Disability affects more than one billion people worldwide.1,2 According to the United Nations Convention on the Rights of Persons with Disabilities, people “. . . with disabilities include those who have long-term physical, mental, intellectual or sensory [such as hearing or vision] impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.”

While the road has made great strives in community integration, we still have a long way to go until full inclusion is met worldwide.  For some people with disabilities, participation may be only defined as being physically present in a community but without any connection such as going to a shopping store or attending an event. The next level includes encounters at a nail salon, bowling, shopping, etc and full integration includes connecting with others in the community such as hanging out with people at a sports bar with and without disabilities or attending religious services including becoming a part of the choir or serving as an usher.

The following questions created by the Council on Quality and Leaderships serves as a great barometer in  measuring the quality of community inclusion:

  1. Who do you know in your community?
  2. Who do you spend most of your time with?
  3. When you go places, who do you meet with?
  4. What kind of interactions do you have with people?
  5. What kinds of things do you do with other people?
The following are articles on the importance of community inclusion among individuals with disabilities and the definition:

5 ways to make community inclusion work– White Hawk Advocacy

A sharing of ideas on community inclusion for people with disabilities– University of Connecticut Center for Developmental Disabilities.

Community barrier to participation experienced by people with disabilities (Centers for Disease Control and Prevention ) CDC

Community Inclusion– newfdn.org

What does community inclusion look like? – National Disability Insurance Scheme

What is community inclusion all about and why does it matter?– Pioneer Center for Human Services

What Is Community Inclusion & Why Is It a Win-Win Scenario?– Community Mainstreaming

What We Mean When We Talk About Inclusion– Institute for Community Inclusion

The following are community inclusion ideas and suggestions.

11 Ways to Promote Community Support for Students with Disabilities– Brooks Publishing

13 ideas for making your community more inclusive – Union for Reform Judaism

Training Resources
The following includes a staff training module on community inclusion.

Community Inclusion Module– Illinois Department of Human Services

Losing sleep: How researchers miss a key contributor to autism

Published by: Spectrum
Written by:  LUCIA PEIXOTO, ANNETTE ESTES

Most people with autism — up to 86 percent — have trouble sleeping1. Their sleep problems often include the hallmarks of insomnia: difficulty falling asleep, waking up multiple times during the night and getting less sleep than average. Animal models of autism display these same signs, suggesting that sleep problems may arise from fundamental mechanisms conserved across species2. But scientists do not yet know what these mechanisms are, much less why insomnia is so prevalent in autistic people.

Autism researchers and clinicians commonly refer to insomnia as a comorbidity, meaning that it only accompanies autism. However, we suggest that doctors and scientists may need to consider it as an integral part of the condition and begin to study sleep in more rigorous ways — for instance, using technology in place of surveys and questionnaires. Click here to read the rest of the story.

Attention Deficit Hyperactivity Disorder (ADHD) Page

Definition:

Attention Deficit Hyperactivity Disorder (ADHD)  is a neurological disorder characterized by a pattern of inattention and/or hyperactivity-impulsivity that disrupts functioning in both children and adults

The DSM-V defines ADHD as a persistent pattern of attention and or hyperactivity-impulsivity that interferes with functioning of development. Inattention symptoms include the following:

  1. often fails to give close attention to details
  2. often has difficulty sustaining attention in task or play activities
  3. often does not listen when spoken to directly
  4. Often does not follow through on instructions
  5. Often has difficulty organizing task and activities often avoids, dislikes or is reluctant to engage in task that requires sustained mental effort.

Hyperactive symptoms include:

  1. trouble paying attention
  2. restlessness
  3. excessive talking
  4. loud interaction with others
  5. frequent interventions
  6. may have a quick temper

Awareness Day: None

Awareness Month: October

Ribbon: Orange

Prevalence:

  • ADHD is a condition characterized by inattentiveness, hyperactivity and impulsivity
  • It is one of the most common neurodevelopmental disorders of childhood
  • It is usually diagnosed in childhood and last into adulthood
  • People diagnosed with ADHD may have difficulty paying attention and or controlling impulsive behavior
  • 70% of people with ADHD in childhood will continue to have it in adolescence
  • 50% will continue into adulthood
  • ADHD is not caused by watching too much, parenting or having too much sugar
  • ADHD may be caused by genetics, brain injury or low birth weights
  • Is a highly genetic, brain-based syndrome that has to do with the brain regulation in executive functioning skills
Prevalence

UNITED STATES

Children & Adolescents

The 2016 National Survey of Children’s Health (NSCH) interviewed parents and reports the following ADHD prevalence data among children ages 2–17 (Danielson et al. 2018):

  • 6.1 million children (9.4 percent) have ever been diagnosed with ADHD. This includes:
    • About 388,000 young children ages 2-5 (or 2.4 percent in this age group)
    • 2.4 million school-age children ages 6-11 (or 9.6 percent in this age group)
    • 3.3 million adolescents ages 12-17 (or 13.6 percent in this age group)
  • 5.4 million children (8.4 percent) have a current diagnosis of ADHD. This includes:
    • About 335,000 young children ages 2-5 (or 2.1 percent in this age group)
    • 2.2 million school-age children ages 6-11 (or 8.9 percent in this age group)
    • 2.9 million adolescents ages 12-17 (or 11.9 percent in this age group)
  • Treatment used by children ages 2-7 with a current diagnosis of ADHD:
    • Two out three were taking medication (62 percent).
    • Less than half received behavioral treatment in the past year (46.7 percent).
    • Nearly one out of three received a combination of medication and behavioral treatment in the past year (31.7 percent).
    • Nearly one out of four had not received any treatment (23 percent).
  • Severity of ADHD among children ages 2-17:
    • 14.5 percent had severe ADHD
    • 43.7 percent had moderate ADHD
    • 41.8 percent had mild ADHD
  • Co-occuring conditions (children ages 2-17):
    • Two out of three children (63.8 percent) had at least one co-occuring condition.
    • Half of all children (51.5 percent) had behavioral or conduct problems.
    • One out of three children (32.7 percent) had anxiety problems.
    • One out of six children (16.8 percent) had depression.
    • About one out of seven children (13.7 percent) had autism spectrum disorder.
    • About one out of 80 children (1.2 percent) had Tourette syndrome.
    • One in a hundred adolescents (1 percent) had a substance abuse disorder.
  • By race or ethnicity (children ages 2-17):
    • 8.4 percent White
    • 10.7 percent Black
    • 6.6 percent Other
    • 6.0 percent Hispanic/Latino
    • 9.1 percent Non-Hispanic/Latino

Adults with ADHD

  • 4.4 percent of the adult US population has ADHD, but less than 20 percent of these individuals seek help for it.
  • 41.3% of adult ADHD cases are considered severe.
  • During their lifetimes, 12.9 percent of men will be diagnosed with ADHD, compared to 4.9 percent of women.
  • About 30 to 60 percent of patients diagnosed with ADHD in childhood continue to be affected into adulthood.
  • Adults with ADHD are 5 times more likely to speed
  • Adults with ADHD are nearly 50 percent more likely to be in a serious car crash.
  • Having ADHD makes you 3 times more likely to be dead by the age of 45
  • Anxiety disorders occur in 50 percent of adults with ADHD.

Teaching Resources

The following links provide tools, resources and information for parents and special education educators on providing support to children diagnosed with ADHD.

Accommodations

Information on classroom accommodations including teaching techniques, learning style, schedule, environment, material, assistance and behavior management.

8 easy classroom accommodations for students with ADHD( Blue Mango)

10 ways to support students with hyperactivity and attention needs  (The Starr Spangled Planner)

Accommodations for ADHD students (ADDCoach4U)

Classroom accommodations for ADHD(Understood)

Every 504 plan should include these ADHD accommodations (ADDitude)

Top 20 ADHD accommodations and modifications that work (Promoting Success Blog)

Classroom Tips and Strategies

The following links are tips and strategies that are specific to teaching techniques and helpful information on behavior approaches, rewards, eliminating distractions and seating arrangements

15 strategies to help students with ADHD (Student Savvy)

30 ideas for teaching children with ADHD (Kelly Bear)

50 practical strategies for teaching ADHD without drugs (ASCD Edge)

ADHD and piano lesson teaching strategies (Teach Piano Today)

ADD/ADHD in the classroom: Tips for teachers and parents (hsana.org)

ADHD Teaching Strategies for the Classroom( Promoting Success Blog)

Classroom interventions for ADHD (pdf)

Classroom rules that keep student’s attention on learning (Additude)

Helping the student with ADHD in the classroom (LDonline)

How can teachers help students with ADHD (Education World)

Ideas and strategies for kids with ADD and learning disabilities (Child Development Institute)

Setting up the classroom (ADD in Schools)

Supporting students with ADHD (Free Spirit Publishing)

Teaching students with ADHD: Instructional strategies and practice (U.S. Department of Education)

Tips for teaching students with ADHD(ADHD Kids Rock)

Concentration

Tips and information from websites on helping students concentrate in the classroom.

5 simple concentration building techniques for kids with ADHD (Empowering Parents)

5 ways to improve your child’s focus (Understood)

17 ways to help students with ADHD concentrate (Edutopia)

Ways to improve concentration in kids with ADHD (Brain Balance)

Executive Functioning

Executive functioning helps students analyze a task, planning, organization, time management and finishing a task. The following links provide articles on understand executive functioning and its relationship to ADHD.

Classroom strategies for executive functioning (Understood)

Executive functioning explained and 20 strategies for success (Minds in Bloom)

Executive function skills (CHADD)

Executive Functioning Issues (Understood)

Handwriting for kids with ADHD (Look! We’re Learning)

Articles:

47 hacks people with ADHD use to stay on track

10 things ADHD is- and 3 it isn’t.

Setting students with ADHD and Autism up for success

Children with ADHD and Autism are more likely to develop anxiety

Decoding the overlap between Autism and ADHD

ADHD coping strategies you haven’t tried

ADHD and math teaching resources

Great websites for women and girls with ADHD

Strategies in training employees with ADHD

Cerebral Palsy Resource Page

Definition: According to the Centers for Disease Control and Prevention (CDC), Cerebral Palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. It is the most common motor disability in childhood. It is estimated that an average of 1 in 345 children in the U.S. have cerebral palsy

Awareness Ribbon Green Ribbon

Awareness Month- March

Awareness Day-   October 6. World Cerebral Palsy Day

Prevalence

  • Around 764,000 people in the United states have at least one symptom of cerebral palsy
  • Around 10,000 babies are born each year with cerebral palsy
  • Boys are diagnosed more often than girls
  • Cerebral palsy is the mot commonly diagnosed childhood motor disability in the United States
  • Over 77% of children with cerebral palsy have the spastic form
  • More than 50% of all children with cerebral palsy can walk independently
  • African American children with cerebral palsy are 1.7 times more likely to need assistance with walking or be unable to walk at all
  • Around 41% of babies and children with cerebral palsy will have limited abilities in crawling, walking and running.
  • Around 41% children with cerebral palsy in the United states have some form of a cognitive disorder
  • Behavior problems are common in children with cerebral palsy including social skills and anger issues.
  • Seizures are a common associate disorder of cerebral palsy and can range from mild to extreme severe.
  • There is no known cure
Australia Facts and Statistics
  • 1 in 700 Australian babies is diagnosed each year
  • 1 in 2 is in chronic pain
  • 1 in 2 has an intellectual disability
  • 1 in 3 cannot walk
  • 1 in 4 also has epilepsy
  • 1 in 3 has hip displacement
  • 1 in 4 cannot talk
  • 1 in 4 has a behavior disorder
  • 1 in 5 is tube fed
  • 1 in 5 has a sleep disorder
  • 1 in 10 has a severe vision impairment
  • 1 in 25 has a severe hearing impairment
United Kingdom- Facts and Statistics
  • The current United Kingdom incidence rate is around 1 in 400 births
  • Approximately 1800 children are diagnosed with cerebral palsy each year
  • There are an estimated 30,000 children with cerebral palsy in the United Kingdom
  • For every 100 girls with cerebral palsy, there are 135 boys with cerebral palsy
  • just under half of children with cerebral palsy were born prematurely
  • One in three children with cerebral palsy is unable to walk
  • One in four children with cerebral palsy cannot feed or dress themselves
  • one in four children with cerebral palsy has a learning disability
  • one in fifty children with cerebral palsy has a hearing impairment

Facts

Is a group of neurological disorders that affects body movement and muscle coordination.

Is caused by damage to the brain which controls movement and balance

Affects the motor area of the brain that directs muscle movement.

The symptoms of cerebral palsy differ in type and severity in each person.

Is the leading cause of childhood disabilities.

Cerebral Palsy is not progressive meaning it does not get worse overtime.

Cerebral Palsy prevalence is 3.3 children per 1000.

There is no cure for cerebral palsy

Cerebral Palsy is not contagious

Risk factors for cerebral palsy include pre-mature birth, infections during pregnancy, exposure to toxic substances and mothers with excess protein in the urine or a history of having seizures.

Cerebral Palsy can also be caused by complicated labor and delivery due to disruption of blood and oxygen to the brain(hypoxia) and babies in a breech position (feet first).Spastic cerebral palsy is the most common type affecting 80% of people with cerebral palsy.

Ataxic cerebral palsy affects balance and depth perception

There are more boys born with cerebral palsy than girls.

Stroke in a baby or child less than the age of 3 results in cerebral palsy.

One in nine with cerebral palsy have features of autism

One in three children with cerebral palsy cannot walk

One in four children with cerebral palsy cannot feed themselves

There are 17 million people with cerebral palsy worldwide.

58.2% of children with cerebral palsy can walk independently, 11.3 walk using a hand-held mobility device and 30.6% have limited or no walking ability

Speech and language disorders are common in people with cerebral palsy

Pain is common among children with cerebral palsy

Harry Jennings, an engineer built the first modern folding wheelchair

Sir William Osler wrote the first book on cerebral palsy

Dr. Sigmund Freud was the first to state that cerebral palsy might be caused by abnormal development before birth.

Cerebral palsy doesn’t necessary mean learning difficulties.

Cerebral Palsy History Timeline

1810- Dr. William John Little is credited with first identifying spastic diplegia is born.

1836- Louis Stromeyer corrects John Little’s club foot. This discovery begins a career in understanding and treating childhood impairments.

1843- Dr. William John Little begins lecturing on spastic ridgity.

1853. Dr. William John Little publishes On the Nature and Treatment of the Deformities of the Human Frame.

1861- Dr. William John Little establishes the classic definition of spastic cerebral palsy.

1889- William Osler, one of the founding professors of John Hopkins Hospital, wrote the book, Cerebral Palsies of Children

1937- Herbert A. Everest and Harry Jennings Sr., built a lightweight collapsible wheelchair.

1937- The Children’s Rehabilitation Insitute is founded by Dr. Winthrope Phelps specializing in children with cerebral palsy.

1897- Dr. Freud states cerebral palsy may be caused by fetal development

1946- Cerebral Palsy of New York State founded by parents of children with cerebral palsy.

1948- United Cerebral Palsy is incorporated.

1949- United Cerebral Palsy founded by Leonard Goldenson, his wife Isabel, Nina Eaton and Jack and Ethel Hausman.

2002-  Centers for Disease Control and Prevention (CDC) conducts first U.S. multi-state study on the prevalence.

Secondary Issues

  • Epilepsy
  • ADHD
  • Hydrocephaly
  • Executive Function
  • Learning Disability
  • Speech Impairment

Classifications

Hemiplegia- The inability to move the arm and leg on one side of the body.

Diplegia-The inability to move either both arms or both legs.

Quadriplegia- A type of cerebral palsy that affects all limbs on both sides of the body

Monoplegia- A type of cerebral palsy that affects only one limb.

Types of Cerebral Palsy

Athetoid- A type of cerebral palsy in which affected muscles move involuntarily.

Ataxic- A type of cerebral palsy affecting balance and coordination.

Spastic– A type of cerebral palsy causing stiff and severely cramped muscles.

Co-existing Disorders

Assistive Devices

Organizations

The following organizations provide resources on their websites including fact sheets, resources and information:

Cerebral Palsy Foundation

Funds cerebral palsy research in the United States, (CPF) promotes the delivery of current research, best practices and technology to people with cerebral palsy and their support system. The mission includes transforming lives through research, innovation and collaboration.

Children’s Hemiplegia and Stroke Association

Helps children who have survived an early brain injury that results in hemiplegia (weakness on one side of the body).

Make LemonAide Foundation

The Make Lemon Aide Foundation is a non-profit organization designed to improve the lives of people with cerebral palsy by raising awareness, funding research and training therapist.

Reaching For The Stars

Founded in 2005, RFTS is the largest pediatric cerebral palsy non-profit foundation in the world led by parents with a focus on the prevention, treatment and cure of cerebral palsy

United Cerebral Palsy

UCP educates, advocates and provides support services to ensure a life without limits for people with a spectrum of disabilities. UCP provides services and support to more than 176,000 children and adults through its 68 affiliates around the country.

CP Daily Living

An educational resource website and Facebook page designed to give families and caregivers a central place for practical information and resources.

Cerebral Palsy Alliance

A non-profit organization based in Australia. Provides services to help children and adults living with neurological and physical disabilities.

National Institute of Neurological Disorders and Stroke

NIDS mission is to seek fundamental knowledge about the brain and nervous system and to use that knowledge to reduce the burden of neurological disorder. The website provides patient and caregiver education on cerebral palsy including an informational page.

Articles

Aging

5 common challenges for adults with cerebral palsy- Made For Movement Blog

Adults and cerebral palsy– Cerebral Palsy Organization

Adults with Cerebral Palsy- Cerebral Palsy Foundation

Aging with Cerebral Palsy and Chronic Pain– The Mighty

Care of adults with cerebral palsy-American Academy for Cerebral Palsy and Developmental Medicine

Cerebral Palsy and aging– Developmental Medicine and Child Neurology

Cerebral palsy and transitioning to adulthood-Cerebral Palsy Alliance

Cerebral Palsy effects through lifespan-Physiopedia

Cerebral Palsy in Adulthood– Everyday Health

Cerebral Palsy patients provide rare insight into aging– Cerebral Palsy News Today

Cerebral palsy symptoms in Adulthood- Healthfully

Living as an adult with cerebral palsy– Healthline

Living with cerebral palsy as an adult– WebMD

Progression and Correction of Deformities in Adult with Cerebral Palsy-ACNR

The good, the bad, and the ugly facts about adult cerebral palsy-Karen Pape

Co-occurring Disorders

Cerebral Palsy and Epilepsy– Cerebral Palsy Guidance

Cerebral Palsy and Seizures– Cerebral Palsy Guidance

Cerebral Palsy and Speech Therapy– Cerebral Palsy Group

Children with spastic cerebral palsy experience lower leg fatigue when walking study shows- Cerebral Palsy News Today

Common health problems associated with cerebral palsy- My Child Without Limits

Communication and swallowing issues for adults with cerebral palsy-EPI

Difficulties in swallowing and coughing in spastic cerebral palsy focus of study– Cerebral Palsy News Today

Digestive health tips for kids with cerebral palsy-Sarah Halstead

Gastrointestinal and nutritional issues in cerebral palsy-practicalgastro.ocom

How does cerebral palsy affect people?-Cerebral Palsy Alliance

Prevalence of cerebral palsy and intellectual disability among children- NCBI

Sleep disorders in kids with cerebral palsy often remain untreated study suggest– Cerebral Palsy News today

Sleep issues among children with cerebral palsy-CP-NET

Seizures in children with cerebral palsy and white matter injuries-Pediatrics

Understanding more about cerebral palsy and seizures– Murdoch Children’s Research Institute

 

Early Intervention Training Resources

The following training resources are from the Center for Parent Information and Resources:

Key terms to know in early intervention– Parent Center Hub. 6-page pdf document

Identification of Children with Specific Learning Disabilities– reviews the process by which schools identify that a child has a specific learning disability

Individualized Family Service Plan (IFSP)– the module includes 1 sideshow presentation, trainer’s guide, speakers notes and 2 handouts

Introduction to Procedural Safeguards- Part C of IDEA designed to protect the rights of parents and their infant or toddler.

The basics of early intervention– Includes a 64-page trainer’s guide in PDF or Word format

Screening, evaluation and assessment procedures– Module 4

Material and Resources from the CDC:

Autism Case Training– Web-based continuing education introductory course on autism.

Preventing Shaken Baby Syndrome-PDF format including resources on the topic

Specific Special Needs Topics:

Getting to know cerebral palsy- training resource in pdf format for facilitators

Supporting the student with Down syndrome in your classroom– created by Down Syndrome Association of West Michigan.