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Equity, Diversity, and Inclusion Action Plan for the Network of University Centers for Excellence in Developmental Disabilities

School of Public Health

Policy

Groups Served
Other

Program Website
Visit the Program Website

Contact Information
Crimmins, Daniel
dcrimmins@gsu.edu

Address

Atlanta, GA 30303

Building

Campus
Atlanta

Funding

US Department of Health and Human Services (HHS)

Overview

Individuals with intellectual and developmental disabilities (I/DD) and their families who are members of historically underserved racial, ethnic and linguistic groups experience pervasive and chronic disparities across the lifespan.

Benefits

The National Network of University Centers for Excellence in Developmental Disabilities (UCEDDs)
provides a potentially powerful infrastructure and platform for systematically reducing disparities and
promoting equity, diversity and inclusion. This Equity, Diversity & Inclusion (ED&I) Action Plan was
developed by a project team with members at Georgia State University (GSU), the University of
Southern California (USC) and Georgetown University UCEDDs to help address this need.

Supplemental Materials

Not Applicable

Discipline Focus
Not discipline specific (University-Wide)

Diversity Group ( Social Identity)
Ability/Disability, Language use (e.g. bilingualism, bidialectalism), Race/Ethnicity

Race/Ethnic Group
Does not provide racial/ethnic minority group specialized programming

Program, Initiative, Policy or Sponsored Award Category

Priority 3: Policy

Established
09/30/2017

Number Served

Research Routines, Responsibilities and Activities

Committee/council/group/advisory board/task force, dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

Additional Research Components, Roles and Responsibilities

“…”

Self-efficacy Emphasis

Action goals are provided in a form that can be adapted to the five-year plans for University Centers for Excellence in Developmental Disabilities.

Acknowledgement/Affirmation of Identity, Strengths, Needs
Not Applicable

Examples of Inclusionary Practices and Activities

Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols)

Participant Empowerment

None of the above

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Evaluation Methods

advisory board/external review/evaluation, annual performance report

Anticipated Participant Outcomes
Not Applicable

Outcome Milestones

“…”

Program, Initiative, Policy or Sponsored Award Category

Priority 3: Policy

Established
09/30/2017

Number Served

Research Routines, Responsibilities and Activities

Committee/council/group/advisory board/task force, dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

Additional Research Components, Roles and Responsibilities

“…”

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

Action goals are provided in a form that can be adapted to the five-year plans for University Centers for Excellence in Developmental Disabilities.

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Not Applicable

Inclusionary practices/activities utilized in your program:

Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols)

Participant Empowerment

None of the above

Mentoring Components

Mentoring is not used in our program

Opportunities to Privilege Voice

Evaluation methods are used to substantiate the program’s outcomes:

advisory board/external review/evaluation, annual performance report

Anticipated participant outcomes for your program:

Not Applicable