Cohort 2 CC Definitions and Frameworks 4.7

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Cultural Diversity and Cultural Competence:Definitions and Conceptual Frameworks within the Context of

Intellectual and Developmental Disabilities"

Tawara D. Goode April 7, 2016

OBJECTIVES

Participants will:1. Define culture and describe its multiple dimensions. 2. Define cultural diversity and describe factors that influence

cultural diversity among individuals and groups. 3. Explore the intersection of race, ethnicity, and disability.4. Describe a conceptual framework for cultural competence

and its implications for organizations and personnel that support individuals with intellectual and developmental disabilities (I/DD) and their families.

5. Apply these concepts to challenges encountered in their respective roles and settings.

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Multiple Dimensions of

Slide Source:© 2016 ‐ Georgetown University National Center for Cultural Competence

Culture is the learned and shared knowledge that specific groups use to generate their behavior and interpret their experience of the world. It includes but is not limited to:

thought

languagesvalues

beliefs

customs

practicescourtesies

ritualscommunication

roles

relationships

expectedbehaviors

Culture applies to racial, ethnic, religious, political, professional, and other social groups.It is transmitted through social and institutional traditions and norms to succeeding generations. Culture is a paradox, while many aspects remain the same, it is also dynamic, constantly changing.

manners ofinteracting

Data Source: Gilbert, J. Goode, T., & Dunne, C., 2007.


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Culture …

is applicable to all peoples is value laden & rooted in belief systems is active & dynamicis multilayered & multidimensional exists at conscious & unconscious levels is often viewed as thick, thin, or compartmentalized provides group member identitystructures perceptions & shapes behaviors varies in expression both among and between individual group members permeates every aspect of life

Goode, T. & Jones, W. Cultural Influences on Child Development: The Middle Years. In T. Gullotta T. & G. Blau (Eds.) Family Influences on Childhood Behavior and Development: Evidence‐based Approaches to Prevention and Treatment Approaches. New York: Routledge, Taylor & Francis Group, 2008.


CULTURE IS …

Comprised of beliefs about reality, how people should interact with each other, what they know about the world, and how they should respond to the social and material environments in which they find themselves.

Reflected in religion, morals, customs, politics, technologies, and survival strategies of a given group. It affects how groups work, parent, love, marry, and understand health, mental health, wellness, illness, disability, and end of life.

Data Source: Gilbert, J., Goode, T. D., & Dunne, C. (2007). Cultural awareness. From the Curricula Enhancement Module Series.Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.


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CultureCulture is akin to being the personobserved through a one‐way mirror; everything we see is from our ownperspective.

It is only when we join the observed on the other side that it is possible to see ourselves and others clearly – but getting to the other side of the glass presents many challenges.

(Lynch & Hanson 1992 Developing Cross Cultural Competence)


Data Source: Hays, Pamela. (2001). Addressing cultural complexities in practice. A framework for clinicians and counselors. Washington, DC: American Psychological Association. Hays, Pamela. Addressing the complexities of culture and gender in counseling. Journal of Counseling & Development. 74.4 (Mar./Apr. 1996). 332

THE HAYS ADDRESSING

ModelAddressing cultural

complexities in practice: A framework for clinicians and

counselors

& Addressing the complexities of

culture and gender in counseling

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ORGANIZATIONAL CULTURE

Organizational culture is a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems.

Schein, E. (1985) .Organizational Culture and Leadership. Jossey Bass: San Francisco.

Slide Source: Georgetown University National Center for Cultural Competence, 2016.

ORGANIZATIONAL CULTURE

Slide Source: National Center for Cultural Competence, 2015 T.D. Goode

AIDD Funded Programs

DD Councils

P&As

UCEDDs

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Health Care Systems

Mental Health Care Systems

Disability Services & Finance Systems

Secondary & Post‐Secondary

Education Systems

Rehabilitation Systems

Employment Sector

Legal Systems

Advocacy Systems

Housing Systems

Transportation Systems

Community

Family

Individual with a

disability

Socio‐Political Environment

Convergence of Cultural Contexts:

A Focus on Disability


Intersectionality


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The extant literature indicates that we as human beings have multiple cultural identities that can be grouped as follows.

Categorization – people identify with oneof their cultural groups over others

Compartmentalization – individuals maintain multiple, separate identities within themselves

Integration – people link their multiple cultural identities

MULTIPLE CULTURAL IDENTITIES

Multiple

IdentitiesCultural

Sources: Seth J.J. Schwartz, Koen Luyckx , and Vivian L.K. Vignoles (Eds.) Handbook of Identity Theory and Research. Springer. 2001.

Verónica Benet‐Martínez and Ying‐yi Hong (Eds.) The Oxford Handbook of Multicultural Identity. Oxford University Press. 2014.

Chao, G.T., & Moon, H. The Cultural Mosaic: A Metatheory for Understanding the Complexity of Culture. Journal of Applied Psychology 2005, Vol. 90, No. 6, 1128–1140

Yampolsky MA, Amiot CE, & de la Sablonnière, R. (2013). Multicultural identity integration and well‐being: a qualitative exploration of variations in narrative coherence and multicultural identification. Front. Psychol. 4:126.doi: 10.3389/fpsyg. 2013.00126

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CULTURAL AND LINGUISTIC COMPETENCE: Understanding and Responding to Cultural Differences Among Individual who Experience Intellectual and

Developmental Disabilities and their Families

Rule # 1 Have a solid appreciation for and

understanding of culture.


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Cultural Diversity and

Differing World Views


Cultural Diversity

Goode & Jackson, 2009

The term cultural diversity is used to describe differences in ethnic or racial classification & self‐identification, tribal or clan affiliation, nationality, language, age, gender, sexual orientation, gender identity or expression, socioeconomic status, education, religion, spirituality, physical and intellectual abilities, personal appearance, and other factors that distinguish one group or individual from another.


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Selected demographic trends forthe U.S.


The facts, nothing but the facts …

A NEW DEMOGRAPHIC REALITY

A series of projections from the U.S. Census Bureau estimates: In 2044, the nation will become “majority

minority” (all people except those who self‐identify as non‐Hispanic, White alone)

As of 2014, among the population under age 18, the United States is already nearly a “majority minority” nation. This population is expected to reach “majority minority “ status in 2020.


Data Source: Colby, Sandra L. and Jennifer M. Ortman, Projections of the Size and Composition of the U.S. Population: 2014 to 2060, Current Population Reports, P25‐1143, U.S. Census Bureau, Washington, DC, 2014.Retrieved from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25‐1143.pdf

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A series of projections from the U.S. Census Bureau estimates that between 2014‐2060:

The native population is expected to increase by 62 million (or 22 percent), reaching 339 million in 2060.

The foreign‐born population is projected to grow from 42 million to 78 million, an increase of 36 million (or 85 percent).





A series of projections from the U.S. Census Bureau estimates that:

by 2044, the United States is projected to become a plurality nation. While the non‐Hispanic White alone population will still be the largest, no race or ethnic group is projected to have greater than a 50 percent share of the nation’s total.



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DEFINITION OF LEGAL PERMANENT RESIDENT

Data Source: U.S. Department of Homeland Security, Office of Immigration Statistics, U.S. Legal Permanent Residents: 2013 Annual Flow Report,Randal Monger & James Yankay . 2014. Retrieved on 1/10/15 from http://www.dhs.gov/sites/default/files/publications/ois_lpr_fr_2013.pdf

A legal permanent resident or “green card” recipient is defined by immigration law as a person who has been granted lawful permanent residence in the United States.

Permanent resident status confers certain rights and responsibilities. Legal Permanent Residents may live and work permanently anywhere in the United States, own property, and attend public schools, colleges, and universities.

Legal Permanent residents may also join certain branches of the Armed Forces and apply to become U.S. citizens if they meet certain eligibility requirements. (p. 1/6)


United States 2013:Legal Permanent Resident Flow by Region

Africa Asia EuropeNorth America Caribbean Central America Other North America Oceania South America Unknown

98,304400,548

86,556315,660122,406

44,406 148,530

5,27780,945

3,263

Data Source: U.S. Department of Homeland Security, Office of ImmigrationStatistics, U.S. Legal Permanent Residents: 2012 Annual Flow Report,Randal Monger & James Yankay. Table 3-Flow by Region and Country of Birth, Fiscal Years 2011-2013

Slide Source:© 2016 - Georgetown University National Center for Cultural Competence

Total 990,553

9.9%40.4%

8.7%31.9%12.4%

4.5%15.0%0.5%8.2%0.3%

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Top 10 Countries of Birth of Legal PermanentResidents in the United States in 2013

Mexico China, People’s Republic India Philippines Dominican RepublicCubaVietnamS. Korea Colombia Haiti

135,02871,79868,45854,44641,31132,21927,10123,16621,131 20,351

Data Source: U.S. Department of Homeland Security, Office of ImmigrationStatistics, U.S. Legal Permanent Residents: 2013 Annual Flow Report,Randal Monger & James Yankay. Table 3-Flow by Region and Country of Birth, Fiscal Years 2011-2013

Total 990,553

13.6%7.2%6.9%5.5%4.2%3.3%2.7%2.3%2.1%2.1%

Slide Source:© 2016 - Georgetown University National Center for Cultural Competence

ACS 2014 United States Demographic Estimates One Race or Latino or Hispanic and Race

Data Source: Source: U.S. Census Bureau, 2014 American Community Survey (ACS), 1-Year Demographic & Housing Estimates, Table DP05

Slide Source:© 2016 -Georgetown University National Center for

Cultural Competence

RACE NUMBER Percent of

POPULATION

One Race 318,857,056 97.0%

White 233,963,128 73.4%

Black or African American 40,379,066 12.7%

American Indian or Alaska Native 2,601,714 0.8%

Asian 16,686,960 5.2%

Native Hawaiian & Other Pacific Islander 557,154 0.2%

Some Other Race 16,703,187 5.2%

Two or More Races 9,605,771 3.0%

HISPANIC OR LATINO AND RACE

Hispanic or Latino of any Race 55,279,452 17.3%

Total Population = 316,128,839

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White and Black or African American

White and American Indian and Alaska Native

White and Asian

White and Native Hawaiian and Other Pacific Islander

White and Some Other Race

Black or African American and American Indian and Alaska Native

Black or African American and Asian

Black or African American and Native Hawaiian and Other Pacific Islander

Black or African American and Some Other Race

American Indian and Alaska Native; Asian

American Indian and Alaska Native and Native Hawaiian and Other Pacific Islander

American Indian and Alaska Native and Some Other Race

Asian and Native Hawaiian and Other Pacific Islander

Asian and Some Other Race

Native Hawaiian and Other Pacific Islander and Some Other Race

Three or more races

Population Self-Identified Categorical Listingsby Two or More Races

Data Source: U.S. Census Bureau, American Fact Finder,


Cultural Factors That Influence Diversity Among Individuals and Groups

Adapted with permission from James Mason, Ph.D., NCCC Senior Consultant

Cultural/Racial/Ethnic IdentityTribal Affiliation/ClanNationalityAcculturation/AssimilationSocioeconomic Status/ClassEducationLanguageLiteracyFamily ConstellationSocial HistoryMilitary StatusPerception of TimeHealth Beliefs & Practices

Internal FactorsHealth & Mental Health LiteracyBeliefs about Disability or Mental Health Lived Experience of Disability or Mental Illness Age & Life Cycle IssuesGender, Gender Identity & Expression Sexual OrientationReligion & Spiritual ViewsSpatial & Regional Patterns Political Orientation/Affiliation


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Cultural Factors That Influence Diversity Among Individuals and Groups

Institutional BiasesRacism & DiscriminationCommunity EconomicsIntergroup RelationsGroup & Community Resiliency

External Factors

Natural Networks of SupportCommunity HistoryPolitical ClimateWorkforce DiversityCommunity Demographics

Adapted with permission from James Mason, Ph.D., NCCC Senior Consultant


Historical mistrust of health care, mental health,education, and social service professionals

Based on country of origin, unfamiliar with services and supports offered in the U.S.

Experiences of racism, discrimination, and bias

Cultural beliefs about the meaning of disability(including differing value systems)

Stigma

Literacy and health literacy

Limited English Proficiency

Cultural Barriers to Accessing Services and Supports

T.D. Goode Slide Source:© 2016 ‐ Georgetown University National Center for Cultural Competence

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CULTURAL AND LINGUISTIC COMPETENCE:Understanding and Responding to Cultural Differences Among Individual who Experience Intellectual and


Rule # 2 Cultural diversity is not limited to race, ethnicity, nor disability.


Debates about Cultural Identity: Perspectives on Race, Culture, & Disability


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VIEWS ON DISABILITY IDENTITY

The population of people who experience disability is extraordinarilydiverse and, therefore, the idea of a common disability identity isolates disability artificially from intersecting identities related to race, gender, sexuality, class, age, and other axes of social significance. (p.43).

SOURCE: Gill, C. & Cross, W. (2010). Disability Identity and Racial‐Cultural Identity Development: Points of Convergence, Divergence and Interplay. In F. Balcazar, Y. Suarez‐Balcazar, T. Taylor‐Ritzler, & C. Keys (Eds.), Race, Culture, and Disability: Rehabilitation Science and Practice. Sudbury, MA: Jones and Bartlett Publishers


RACIAL IDENTITY vs. DISABILITY IDENTITY S ABOUT DISABILITY IDENTITY There is no simple relationship between race and disability.

Some people of color with disabilities have prioritized their identification and affiliation with persons who share their cultural/racial heritage and have had little contact with disability groups.

They tend to see disability in terms oflimitation rather than identity.(p.46)



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RACIAL IDENTITY vs. DISABILITY IDENTITY

Some people of color have substantial contact with disability groups.

They are more likely to identify as being “disabled” and to reference parallels between race and disability.

Some say that their experiences of race‐based oppression have prepared them to understand disability as a socialminority experience. This suggests intersectional expressions of identify. (p.46)



CULTURAL AND LINGUISTIC COMPETENCE: Understanding and Responding to Cultural Differences Among Individual who Experience Intellectual and


Rule # 3 Recognize, respect, and respond

to the within group differences among all people who experience

intellectual and developmental disabilities and their families.


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Independence

Productivity

Inclusion

COMMON VALUES IN DISABILITY SERVICES & SUPPORTS

Self‐advocacy

Self‐determination

Equity

Do these values have the same meaning across all cultural groups?


CULTURAL AND LINGUISTIC COMPETENCE: Understanding and Responding to Cultural Differences Among Individual who Experience

Intellectual and Developmental Disabilities and their Families

Rule # 4 The values system that underpins many disability services and supports may neither be shared, accepted, nor similarly expressed by all cultural

groups.


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DEFINITIONS AND CONCEPTUAL FRAMEWORKS

Cultural Competence


Reasons to AddressCultural and Linguistic Competence

Demographic changes in the U.S., its territories, and tribal communities

Diversity in world views and beliefs about… health and well‐being, mental health, disability, chronic illness, health care

Improve the quality and effectiveness of and satisfaction with service and supports

‐ Federal and state legislation ‐ Regulatory and accreditation mandates

Address racial, ethnic, linguistic, socio‐economic, and geographic disparities


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H.R. 3590

One Hundred Eleventh Congress of the

United States of America

AT THE SECOND SESSION

Begun and held at the City of Washington on Tuesday, the fifth day of January, two

thousand and ten

An Act Entitled The Patient Protection

and Affordable Care Act.

SECTION PROVISION AND DESCRIPTION

3311 ‐ Provide culturally and linguistically appropriate information through Exchanges.2715 ‐ Develop uniform, culturally and linguistically appropriate explanation of coverage.2719 ‐ Provide personal responsibility education that in cultural context that is most appropriate.2953 ‐ Establish Community Health Teams to support primary care providers in providing patient

support and information that is culturally and linguistically appropriate.3502 ‐ Facilitate shared decision‐making by presenting risks and benefits of treatment options in

culturally and linguistically appropriate ways. 3506 ‐ Develop pain management health education and training, covering cultural and linguistic

and literacy barriers to care.3509 ‐ Incorporate socio‐cultural contexts in all Office of Women’s Health activities. 4102 ‐ Establish an oral health education campaign that is culturally/linguistically appropriate. 4305 ‐ Develop a pain management health education and training, covering cultural, linguistic

and literacy barriers to care. 5203 ‐ Establish loan repayment programs that give preference to providers with familiarity with

cultural competence.5301 ‐ Support primary care training in cultural competence and health literacy.5303 ‐ Support training in general, pediatric and pubic health dentistry, giving priority to cultural

competence and health literacy education.5307 ‐ Develop and evaluate model cultural competency curricula and disseminate curricula

through an internet clearing house.5313 ‐ Promote community health workforce and culturally/linguistically appropriate education.5405 ‐ Establish primary care health extension agents to provide assistance to primary care

practices on culturally and linguistically appropriate information and services. 5507 ‐ Establish core cultural competencies for personal and home care aides.10334 ‐ Authorize OMH to develop measures to evaluate effectiveness of activities aimed at

improving cultural and linguistic competence and reducing disparities.10410 ‐ Support breast cancer education that is culturally and linguistically appropriate.


States requiring or strongly recommending (Maryland) the incorporation of cultural and/or linguistic competence into curricula, continuing education, and licensure requirements for health and mental health care professionals .

Data Sources: State‐Level Strategies to Address Health and Mental Health Disparities through Cultural and Linguistic Competency Training and Licensure: An Environmental Scan of Factors Related to Legislative and Regulatory Actions in States (2009) ID# 59024 . Submitted by National Center for Cultural Competence to Robert Wood Johnson Foundation. Retrieved from http://www.rwjf.org/reports/grr/059024.htm.

CLAS Legislative Map. Think Cultural, Office of Minority Health, U.S. Department of Health and Human Services. Retrieved from https://www.thinkculturalhealth.hhs.gov/Content/LegislatingCLAS.asp

States that have introduced legislation which is currently pending, died in committee or legislature, or was vetoed.

AZ, CO, FL, GA, IA, IL, KY, MA, NY, OH, OR,

State‐Level Strategies to Address Health and Mental Health Disparities through Cultural and Linguistic Competency Training and Licensure:

An Environmental Scan of Factors Related to Legislative and Regulatory Actions in States


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SEC. 102. DEFINITIONS. [42 USC 15002]

The term cultural competence means services, supports or other assistance that are conducted or provided in a manner that is responsive to the beliefs, interpersonal styles, attitudes, language and behaviors of individuals who are receiving services, and in a manner that has the greatest likelihood of ensuring their maximum participation in the program.

The Developmental Disabilities Assistance and Bill of Rights Act of 2000

Source: Retrieved on 4/5/16 from http://www.acl.gov/Programs/AIDD/DDA_BOR_ACT_2000/p2_tI_subtitleA.aspx


Cultural competence is the foundation for our work.

Making sure we are on the same page.

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Are we on the same page?

culturally aware

cultural sensitivity

culturally appropriate

culturally effective

culturally relevantculturally

competent

cultural humility

culturally & linguistically competent

linguistically competent

cultural proficiency

multicultural competence

T.D. Goode

culturally relevant cultural responsiveness

linguistically appropriate


Cultural competence requires that organizations have a clearly defined, congruent set of values and principles, and demonstrate behaviors, attitudes, policies, structures, and practices that enable them to work effectively cross‐culturally.

(adapted from Cross, Bazron, Dennis & Isaacs, 1989.

Policies

Structures

PracticesBehaviors

Attitudes Cultural

Competence

Cultural Competence Conceptual Framework


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Five Elements of Cultural CompetenceINDIVIDUAL LEVEL

acknowledge cultural differences

understand your own culture

engage in self‐assessment

acquire cultural knowledge & skills

view behavior within a cultural context

1

2

3

4

5

(Cross, Bazron, Dennis and Isaacs, 1989) Slide Source:© 2016 ‐ Georgetown University National Center for Cultural Competence

1• value diversity

2• conduct self‐assessment

3•manage the dynamics of difference

4• institutionalize/embed cultural knowledge

5• adapt to diversity (values, polices, structures & services)

Five Elements of Cultural CompetenceORGANIZATIONAL LEVEL

(Cross, Bazron, Dennis and Isaacs, 1989) Slide Source:© 2016 ‐ Georgetown University National Center for Cultural Competence

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ESSENTIAL ELEMENTS IN ACULTURALLY COMPETENT SYSTEM

Slide Source:© 2011 ‐ National Center for Cultural Competence

policy making

administration

practice & service delivery

self-advocates, consumers, family

community

These five elements must be manifested at every level of an organization or system including:

and reflected in its attitudes, structures, policies, practices, and services.

Adapted from Cross, Bazron, Dennis, & Isaacs, 1989


Cultural Destructiveness

CulturalIncapacity

Cultural Blindness

CulturalPre-Competence

CulturalCompetence

CulturalProficiency

Cultural Competence Continuum(Cross, Bazron, Dennis and Isaacs, 1989)


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Philosophy

Mission statement

Policies, Structures, Procedures, Practices

Diverse Knowledgeable Skilled Workforce

Dedicated Resources & Incentives

Community Engagement & Partnerships

Conduct of Research with and for Diverse Communities

Publish and Disseminate

Advocacy (disparities, health equity, social justice)

Characteristics of Culturally and Linguistically Competent Organizations and Systems


Slide Source:© 2015 ‐ National Center for Cultural Competence

CULTURAL AND LINGUISTIC COMPETENCE: HOW ARE WE ADDRESSING THE ‘ISMs” WITHIN THE I/DD NETWORK ?

Biases StereotypingDiscriminationMarginalization

DisparitiesDisproportionality

Inequities Power Differentials

“Homophobism”Ableism RacismClassism

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NCCC’s Lessons of the Journey


Leadership

Shared Ownership

The ISMs: Confronting the Undercurrents

Keeping it Real

Weave into the Fabric of the Organization

Let’s discuss and apply these concepts to your everyday challenges of promoting diversity and advancing and sustaining cultural competence.


Leadership

Shared Ownership

The ISMs: Confronting the Undercurrents

Keeping it Real (making cultural competence relevant and useful to all)

Weave into the Fabric of the Organization

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Policy Development You and two colleagues are serving on various working groups to influence the content of policies and procedures and ensure that they take cultural diversity and cultural and linguistic competence into consideration.

How would you revise the following policy?

The organization will conduct an annual statewide conference on issues impacting individuals with IDD.


Professional Development/Training


You are so excited to have finally succeeded in getting three colleagues for other agencies providing services and supports to individuals with IDD to partner in the work of cultural and linguistic competence in the city. The four of you are in agreement that staff in all agencies should receive the same content and to the extent possible, participate in joint professional development sessions.

The four of you are ready to start building the curriculum for the training series. What content should be included?

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Cultural Diversity


Your organization is intent on increasing the diversity of its staff. It has been somewhat successful in recruiting culturally diverse staff, but has experienced significant difficulties in retaining them for more than one year.

What may be some of the underlying causes?

Engaging Diverse Communities


What advice can you offer?

Your organization wants to improve advocacy, services, and supports to culturally and linguistically diverse populations. Many within your organization are frustrated because these communities are not responding to their outreach efforts.

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As a culturally competent _________I am capable of interacting positively with

people who do NOT

look like,talk like,

think like,believe like,act like,

live like...ME!!!

Source Multnomah County Department of Health.Slide Source: The National Center for Cultural Competence, 2015

move like,

Modification from Mike Magy,Massachusetts Department of Mental Health, November 2005 .

love like...

SELECTED EXAMPLES OF CULTURAL & LINGUISTIC COMPETENCE IN ORGANIZATIONS AND SYSTEMS


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Values & principles

Vision & mission

Allocation of fiscal and personnel resources

Quality improvement & program evaluation

MIS, EMR, and other data collection systems

Contracts and consulting agreements

Conduct of and/or participation in research to decrease disparities at the intersection of race, ethnicity, and disability or other cultural variables

Advocacy with and on behalf of underserved, marginalized communities and populations

Culturally & Linguistically Competent Practices

POLICYMAKING

Source: Tawara D. Goode


Conduct organizational or program self‐assessment

Recruit, retain, support a diverse workforce

Ensure a well‐trained, competent workforce able of providing services and supports to culturally and linguistically diverse populations

Implement and evaluate modes to deliver service and supports adapted to community and cultural contexts

Ensure the provision of language access services consistent with Title VI other requirements

Allocate fiscal resources and ensure budget line items to support organizational/program capacity

Integrate cultural and linguistic competence into quality improvement

Include knowledge and skill sets in staff/faculty position descriptions and address in performance measures


ADMINISTRATIVE



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consulting or forming alliances with formal and informal leaders within diverse communities

consulting or partnering with cultural brokers

establishing relationships with key community members

pursuing opportunities for coaching and mentoring

participating in educational forums to address the “ISMs”

assuming leadership to address disparities and inequities in disability services and supports


STAFF/FACULTY/CONSULTANTS/VOLUNTEERSConsider …



ADVOCACY

PARTNERSHIPS

ADVISORY GROUPS

BOARD MEMBERSHIP

FACULTY, PROGRAM STAFF, CONSULTANTS

KNOWLEDGE BEACON


SELF‐ADVOCATE/CONSUMER/FAMILY



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CONTACT US

National Center for Cultural Competencehttp://[email protected]

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Documents

Cohort 2 CC Definitions and Frameworks 4.7