\n
Access | Attitude | Inclusion<\/strong><\/h2>\nOur Work:<\/strong><\/h3>\n\n- Impacts people<\/strong> at all life stages – individually and socially<\/li>\n
- Facilitates research and programming <\/strong>to inform change that positively impacts individuals with disabilities<\/li>\n<\/ul>\n
Vision:<\/strong> People with disabilities fully participate in all life experiences.<\/p>\nMission:<\/strong> Promote full inclusion by advancing attitudes<\/strong> that value persons with disabilities while enhancing access<\/strong> to all aspects of the human experience.<\/p>\nIHD fosters the development of attitudes that promote the increased inclusion of individuals with disabilities in their communities. Attitudes<\/strong>, as barriers to or facilitators of inclusion, go hand-in-hand with access. Access<\/strong>, commonly thought of as access to services and supports, has a much broader meaning: while services are essential for inclusion,\u00a0 access also refers to access to information, education, inclusive physical environments, community participation, friendships, and relationships. Conceptually, access and attitude have reciprocal roles in promoting or inhibiting inclusion.<\/p>\n\n\n \n The toughest barriers faced by people with disabilities are not architectural, they are attitudinal. They are not in the environment, they are in our hearts and in our minds. When people with disabilities are integrated throughout our communities, we are given the opportunity to change our attitudes from ones based on stereotypes, fear, and ignorance, to ones based on admiration, acceptance, and affection\u2026 We all gain from the opportunity to experience people with developmental disabilities as friends, as neighbors, as coworkers, as classmates.<\/span>\n <\/div>\n<\/div>\n\nSenator Tom Harkin<\/strong><\/p>\nExplore our degrees<\/h3>\n
\n\n \n\n \n \n ![\"\"](\"https:\/\/in.nau.edu\/institute-human-development\/wp-content\/uploads\/sites\/347\/6447_nicky_teufel_20180112-1440x576.jpg\" "\\"test\\"")
\n \n Minors<\/span>\n <\/span>\n <\/span>\n <\/span>\n <\/a><\/span>\n\n<\/div>\n\n\n \n\n \n \n ![\"\"](\"https:\/\/in.nau.edu\/institute-human-development\/wp-content\/uploads\/sites\/347\/58A6453IHD_AdaptTech03012018-1440x576.jpg\")
\n \n Certificates<\/span>\n <\/span>\n <\/span>\n <\/span>\n <\/a><\/span>\n\n<\/div>\n<\/div><\/p>\n
\nUpcoming Events<\/h2>\n
\n![\"IHD](\"https:\/\/in.nau.edu\/institute-human-development\/wp-content\/uploads\/sites\/347\/IHD-3CON-Logo-2026-07-600x149.png\")
<\/a><\/h3>\nIHD Evidence for Success Disability Conference
\nTues\/Wed June 23-24<\/h3>\n\n- Monday 6\/22 preconference workshops<\/li>\n
- Wild Horse Pass Resort, Chandler, AZ<\/li>\n
- More information on the IHDConference.org<\/a><\/li>\n<\/ul>\n
\nNews and Articles of Interest<\/h2>\n
\n
<\/p>\n
![\"amplifying](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/Amplifying-Voices-of-Disability-new-logo-banner-white-1536x434-1-464x116.png\")
<\/p>\n
<\/p>\n
Third Annual Amplifying Voices of Disability Virtual Day of Learning a Success<\/span><\/h3>\nOn February 26, 2026, the Institute for Human Development hosted its third annual Amplifying Voices of Disability<\/a> Virtual Day of Learning, bringing together participants from across the country for a day centered on the perspectives and<\/span> lived experiences of disability activists and<\/span> self-advocates.<\/p>\nThe fully virtual event drew 81 participants from 16 states, with 35% of attendees joining from rural communities. Participants reported high levels of satisfaction, highlighting the value of hearing directly from self-advocates and<\/span> experts whose personal experiences informed the day\u2019s discussions.<\/p>\nRead more about Amplifying Voices.<\/a><\/p>\n
\nNew Course Spotlight: <\/span>Neurodiversity in Society<\/h3>\nThis spring, the Institute for Human Development launched a new course, \u201cNeurodiversity in Society,” developed in collaboration with a student with autism and<\/span> informed by lived experiences and<\/span> insights from other neurodivergent students, creators, thinkers, and<\/span> activists.<\/p>\nNeurodiversity is the idea that differences in how people think, learn, and<\/span>experience the world, such as autism, attention-deficit\/hyperactivity disorder (ADHD), and<\/span> dyslexia, are natural variations of the human brain rather than deficits that must be \u201cfixed.” Reflecting this perspective, the course is an innovative addition to Northern Arizona University’s Minor in\u00a0Disability Studies<\/a> program\u00a0and<\/span> also satisfies general studies requirements, making it accessible to students across a wide range of disciplines.<\/p>\nRead more about Neurodiversity in Society.<\/a><\/p>\n
\nDigital Safety for All: <\/span>The Online Privacy and<\/span> Safety Project<\/h3>\n![\"The](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/300x300-OPS-logos-01-black-150x150.png\")
<\/p>\n
Launched with funding from the <\/span>Arizona Developmental Disabilities Planning Council (ADDPC)<\/a>, IHD<\/span>\u2019s Online Privacy and<\/span> Safety (OPS)<\/a> Project equips individuals with intellectual and<\/span> developmental disabilities (I\/DD) with the knowledge and<\/span> skills to protect their privacy, recognize online threats, and<\/span> engage confidently in digital environments. Central to this mission is a commitment to accessibility, flexibility, and<\/span> participant-centered learning.<\/p>\nThat commitment came vividly to life when a participant with a visual impairment joined an OPS training session remotely via Zoom. As the trainer led an in-person group, they adapted materials on the spot\u2014enhancing verbal descriptions, reading interactive content aloud, and<\/span> allowing extra time\u2014so the remote participant could fully engage alongside those attending in person. Later, she visited the training venue herself, sharing strategies for navigating digital tools and<\/span> demonstrating apps like Be My Eyes and<\/span> Seeing AI, which support her independence. This experience exemplifies OPS\u2019s dedication to inclusion, adaptability, and<\/span> empowering participants to safely navigate online spaces.<\/p>\nRead more about OPS.<\/a><\/p>\n
\nOakwood Creative Care Opens New Adult Day Club at IHD<\/span> in Flagstaff<\/span><\/h3>\nWe are thrilled to announce that\u00a0Oakwood Creative Care\u00a0has opened its new\u00a0Flagstaff Adult Day Club\u00a0at the\u00a0Institute for Human Development (IHD<\/span>), located at\u00a0912 S Riordan Ranch St, Room 115C, Flagstaff, AZ 86011.<\/p>\n![\"\"](\"https:\/\/files.constantcontact.com\/b996fd3e901\/094202f8-4f7d-4d87-a9a5-4c9be725ae46.jpg?rdr=true\")
<\/p>\n
This exciting collaboration brings together the expertise of Oakwood Creative Care and<\/span> IHD<\/span> to support older adults and<\/span> their care partners. The club provides a vibrant and <\/span>inclusive space that emphasizes\u00a0connection, creativity, dignity, and<\/span> purpose.<\/p>\nEnrollment is now open!\u00a0Community members, healthcare providers, and <\/span>care partners are invited to explore the enriching daily activities designed for individuals navigating aging and<\/span> cognitive changes. Members can enjoy engaging experiences such as:<\/p>\n\n- Art and<\/span> music activities<\/li>\n
- Cognitive engagement exercises<\/li>\n
- Movement and<\/span> wellness programs<\/li>\n
- Social connection and<\/span> community-building<\/li>\n<\/ul>\n
The Flagstaff Adult Day Club is dedicated to creating meaningful opportunities for growth, enjoyment, and<\/span> connection for older adults while providing support and<\/span> respite for their care partners.<\/p>\nFor more information, please contact Oakwood Creative Care at (928) 714-7224 or visit the website<\/a>.<\/p>\n
\nHonoring a Brother\u2019s Legacy: The Mike Baker Fund Supports Inclusive Learning at NAU<\/span><\/h3>\n![\"photo](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/Mike_Pam-464x348.jpg\")
<\/p>\n
IHD<\/span> is grateful to Pam Ramos and<\/span> Rudy Ramos for establishing the\u00a0Mike Baker Fund, a $50,000 gift honoring Pam\u2019s late brother, Mike Baker. Born with Down syndrome, Mike\u2019s life embodied inclusion, community, and<\/span>dignity, lessons that continue to inspire his family and<\/span> now support students, faculty, and<\/span> programs at IHD<\/span>.<\/p>\nThe Fund will provide ongoing resources to advance\u00a0inclusive learning, research, and<\/span> community engagement, particularly through the Minor in Disability Studies and<\/span> other interdisciplinary initiatives.<\/p>\n“We are profoundly grateful for the support of the Mike Baker Fund,\u201d said IHD<\/span> Executive Director Kelly Roberts. \u201cThrough donor generosity, we advance our mission of improving attitudes toward individuals with disabilities while increasing access so that people with disabilities can engage fully in all aspects of the human experience.<\/p>\nRead more about the Mike Baker Fund.<\/a><\/p>\n
\nMercy C.A.R.E.S. Grant Supports Regional Autism Diagnostic Training<\/span><\/h3>\n![\"image](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/IMG_7490-232x174.jpeg\")
<\/p>\n
From January\u00a022\u201323, pediatric providers from across northern Arizona gathered for a two-day specialized training on administering the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2).\u00a0This important training was made possible through generous funding from a <\/span>Mercy C.A.R.E.S. community reinvestment grant<\/a> in support of IHD<\/span>‘s Interdisciplinary Developmental Evaluation Clinic<\/a>.<\/p>\n <\/p>\n
![\"image](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/IMG_7492-232x174.jpeg\")
ADOS-2 is widely regarded as the “gold standard” for observational assessment of autism spectrum disorder. Participants included pediatricians, psychologists, speech-language pathologists, occupational therapists, and <\/span>board-certified behavior analysts. Graduate students from Northern Arizona University\u2019s combined counseling and<\/span> school psychology PhD program were also invited to attend, helping build future workforce capacity.\u00a0\u00a0The training was conducted by Western Psychological Services (WPS)<\/a>, a nationally recognized leader in psychological assessment and<\/span> training.<\/p>\n
\nTwo New Bridge Briefs<\/h3>\n
![\"overlapping](\"https:\/\/files.constantcontact.com\/b996fd3e901\/f409eee9-33b2-4fd2-a1d9-5e9cebb3ddd6.png?rdr=true\")
<\/a><\/p>\nWe are pleased to announce the publication of two Institute for Human Development Bridge Briefs.<\/span><\/p>\nLessons Learned from the NAU Minor in Disability Studies Program\u00a0<\/strong><\/em><\/p>\nThis\u00a0bridge brief\u00a0highlights the history, impact, and<\/span> innovations of Northern Arizona University\u2019s undergraduate\u00a0Minor in\u00a0Disability Studies<\/a>\u00a0(DS) program. The program, housed at IHD<\/span>, explores disability as a social, cultural, and<\/span> political experience, emphasizes authentic inclusion, and<\/span>fosters campus- and<\/span> community-wide engagement. The article shares key lessons for other institutions\u00a0seeking\u00a0to develop inclusive, student-centered programs and<\/span> celebrates the transformative impact of the DS minor on students, faculty, and<\/span> the broader community.<\/p>\nRead the DS Minor Bridge Brief.<\/a><\/p>\nLessons Learned from the Interdisciplinary Developmental Evaluation Clinic<\/strong> <\/em><\/p>\nThis\u00a0bridge brief\u00a0highlights over 20 years of work by IHD<\/span>‘s Interdisciplinary Developmental Evaluation Clinic (IDEC)<\/a>, which provides comprehensive developmental evaluations for children with complex needs, including those in rural and<\/span> underserved communities like the Navajo Nation. Key insights include reducing the burden on families through same-day evaluations and <\/span>travel support, embedding cultural awareness and<\/span> trauma-informed care, and<\/span> training future professionals through real-world, community-based experiences. The publication shares lessons and<\/span> strategies that other clinics and<\/span> service providers can adapt to improve access and<\/span> quality of care for children and<\/span> families<\/p>\nRead the IDEC Bridge Brief.<\/a><\/p>\n
\nIntroducing <\/span>TVR PATH: A Personalized, Holistic Tool for Tribal Vocational Rehabilitation Programs<\/h3>\n![\"Infographic](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/TVR-Path-logs-300x300.png\")
<\/h3>\n
IHD<\/span> is proud to announce the launch of \u202fTVR PATH (Tribal Vocational Rehabilitation Personalized Approach to Traditional\u00a0Holistics)<\/a>,\u00a0a new tool designed to support culturally responsive services within Tribal Vocational Rehabilitation programs.<\/p>\nTribal Vocational Rehabilitation (TVR) services were\u00a0established\u00a0in 1975 to serve American Indians and<\/span> Alaska Natives with disabilities living on or near federal and<\/span> state reservations. These programs provide vocational rehabilitation services that help individuals prepare for and<\/span> obtain meaningful employment while honoring each person\u2019s cultural beliefs, identity, and<\/span> informed choice.\u00a0TVR PATH emphasizes a personalized,\u00a0holistic approach\u00a0to supporting program participants. It helps TVR staff visualize key elements of the vocational rehabilitation system at the participant, program, and<\/span> community levels, and<\/span> understand how these elements interact to support successful outcomes.<\/p>\nRead more about TVR PATH.<\/a><\/p>\n
\nIHD<\/span> Completes Statewide Comprehensive Review and<\/span> Analysis for ADDPC<\/h3>\nIn January 2026, IHD<\/span> completed a Comprehensive Review and<\/span> Analysis (CRA)<\/a> for the Arizona Developmental Disabilities Planning Council (ADDPC)<\/a>, evaluating the current state of Arizona\u2019s service system for individuals with intellectual and<\/span> developmental disabilities (I\/DD). This statewide study will inform the Council\u2019s upcoming Five-Year Plan and<\/span>support strategic decision-making to enhance services and<\/span> supports for individuals with I\/DD throughout Arizona.<\/p>\nFindings highlight important strengths within Arizona\u2019s I\/DD service system, including healthcare coverage, early intervention and<\/span> educational\u00a0supports, employment and<\/span> vocational programs, housing resources, and<\/span> interagency collaboration. At the same time, the CRA\u00a0identified persistent gaps and<\/span>barriers, particularly in rural and<\/span> Tribal communities, where transportation challenges, provider shortages, and<\/span> limited local resources restrict access to\u00a0timely\u00a0and<\/span> appropriate services.<\/p>\nRead more about the CRA.<\/a><\/p>\n
\nNew Resource Available:\u202f <\/span>Plain Language Concepts to Consider<\/h3>\n![\"\"](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/plain-language-150x225.png\")
<\/p>\n
We\u2019re\u00a0excited to share a new product designed to support clear, accessible communication: <\/span>Plain Language Concepts to Consider<\/a>.<\/p>\nPlain language is a way of presenting information clearly and<\/span> simply so it is easy to understand, helping to reduce barriers, increase comprehension, and<\/span>empower individuals with disabilities to make informed decisions about their lives. This easy-to-use, eight-page resource highlights essential strategies and<\/span> key elements for creating plain\u00a0language documents, presentations, and<\/span>products. By simplifying complex information, we can ensure that important messages reach and<\/span> resonate with a wider audience.<\/p>\nAs jazz legend Charles Mingus\u202fonce said:\u00a0\u201cMaking the simple complicated is commonplace; making the complicated simple, awesomely simple, that\u2019s creativity.\u201d<\/p>\n
We believe that even the most complex topics can,\u00a0and<\/span>\u00a0should,\u00a0be communicated in ways that are clear, engaging, and<\/span> accessible to all.<\/p>\nPlain Language Concepts to Consider was developed through a collaborative effort\u00a0of Arizona\u00a0Developmental Disabilities\u00a0Network\u00a0partners. We extend our sincere thanks to the following individuals and<\/span> organizations for their contributions:<\/p>\n\n- Lynn Black \u2013 Ability 360<\/a><\/li>\n
- Janna Murrell \u2013 Encircle Families<\/a><\/li>\n
- Lisa Vallee \u2013 Arizona Department of Economic Security<\/a><\/li>\n
- Susan Voirol \u2013 Diverse Ability Incorporated\u00a0<\/a><\/li>\n
- Cindy Beckmann \u2013 Institute for Human Development<\/a><\/li>\n<\/ul>\n
Together, we can make information more accessible and<\/span> meaningful for everyone.<\/p>\n
- \n
- Impacts people<\/strong> at all life stages – individually and socially<\/li>\n
- Facilitates research and programming <\/strong>to inform change that positively impacts individuals with disabilities<\/li>\n<\/ul>\n
Vision:<\/strong> People with disabilities fully participate in all life experiences.<\/p>\n
Mission:<\/strong> Promote full inclusion by advancing attitudes<\/strong> that value persons with disabilities while enhancing access<\/strong> to all aspects of the human experience.<\/p>\n
IHD fosters the development of attitudes that promote the increased inclusion of individuals with disabilities in their communities. Attitudes<\/strong>, as barriers to or facilitators of inclusion, go hand-in-hand with access. Access<\/strong>, commonly thought of as access to services and supports, has a much broader meaning: while services are essential for inclusion,\u00a0 access also refers to access to information, education, inclusive physical environments, community participation, friendships, and relationships. Conceptually, access and attitude have reciprocal roles in promoting or inhibiting inclusion.<\/p>\n\n
\n\n The toughest barriers faced by people with disabilities are not architectural, they are attitudinal. They are not in the environment, they are in our hearts and in our minds. When people with disabilities are integrated throughout our communities, we are given the opportunity to change our attitudes from ones based on stereotypes, fear, and ignorance, to ones based on admiration, acceptance, and affection\u2026 We all gain from the opportunity to experience people with developmental disabilities as friends, as neighbors, as coworkers, as classmates.<\/span>\n <\/div>\n<\/div>\n\nSenator Tom Harkin<\/strong><\/p>\n
Explore our degrees<\/h3>\n
\n\n \n\n \n \n\n \n Minors<\/span>\n <\/span>\n <\/span>\n <\/span>\n <\/a><\/span>\n\n<\/div>\n\n\n \n\n \n \n\n \n Certificates<\/span>\n <\/span>\n <\/span>\n <\/span>\n <\/a><\/span>\n\n<\/div>\n<\/div><\/p>\n
\nUpcoming Events<\/h2>\n
\n<\/a><\/h3>\nIHD Evidence for Success Disability Conference
\nTues\/Wed June 23-24<\/h3>\n- \n
- Monday 6\/22 preconference workshops<\/li>\n
- Wild Horse Pass Resort, Chandler, AZ<\/li>\n
- More information on the IHDConference.org<\/a><\/li>\n<\/ul>\n
\nNews and Articles of Interest<\/h2>\n
\n<\/p>\n
<\/p>\n<\/p>\n
Third Annual Amplifying Voices of Disability Virtual Day of Learning a Success<\/span><\/h3>\n
On February 26, 2026, the Institute for Human Development hosted its third annual Amplifying Voices of Disability<\/a> Virtual Day of Learning, bringing together participants from across the country for a day centered on the perspectives and<\/span> lived experiences of disability activists and<\/span> self-advocates.<\/p>\n
The fully virtual event drew 81 participants from 16 states, with 35% of attendees joining from rural communities. Participants reported high levels of satisfaction, highlighting the value of hearing directly from self-advocates and<\/span> experts whose personal experiences informed the day\u2019s discussions.<\/p>\n
Read more about Amplifying Voices.<\/a><\/p>\n
\nNew Course Spotlight: <\/span>Neurodiversity in Society<\/h3>\n
This spring, the Institute for Human Development launched a new course, \u201cNeurodiversity in Society,” developed in collaboration with a student with autism and<\/span> informed by lived experiences and<\/span> insights from other neurodivergent students, creators, thinkers, and<\/span> activists.<\/p>\n
Neurodiversity is the idea that differences in how people think, learn, and<\/span>experience the world, such as autism, attention-deficit\/hyperactivity disorder (ADHD), and<\/span> dyslexia, are natural variations of the human brain rather than deficits that must be \u201cfixed.” Reflecting this perspective, the course is an innovative addition to Northern Arizona University’s Minor in\u00a0Disability Studies<\/a> program\u00a0and<\/span> also satisfies general studies requirements, making it accessible to students across a wide range of disciplines.<\/p>\n
Read more about Neurodiversity in Society.<\/a><\/p>\n
\nDigital Safety for All: <\/span>The Online Privacy and<\/span> Safety Project<\/h3>\n
<\/p>\nLaunched with funding from the <\/span>Arizona Developmental Disabilities Planning Council (ADDPC)<\/a>, IHD<\/span>\u2019s Online Privacy and<\/span> Safety (OPS)<\/a> Project equips individuals with intellectual and<\/span> developmental disabilities (I\/DD) with the knowledge and<\/span> skills to protect their privacy, recognize online threats, and<\/span> engage confidently in digital environments. Central to this mission is a commitment to accessibility, flexibility, and<\/span> participant-centered learning.<\/p>\n
That commitment came vividly to life when a participant with a visual impairment joined an OPS training session remotely via Zoom. As the trainer led an in-person group, they adapted materials on the spot\u2014enhancing verbal descriptions, reading interactive content aloud, and<\/span> allowing extra time\u2014so the remote participant could fully engage alongside those attending in person. Later, she visited the training venue herself, sharing strategies for navigating digital tools and<\/span> demonstrating apps like Be My Eyes and<\/span> Seeing AI, which support her independence. This experience exemplifies OPS\u2019s dedication to inclusion, adaptability, and<\/span> empowering participants to safely navigate online spaces.<\/p>\n
Read more about OPS.<\/a><\/p>\n
\nOakwood Creative Care Opens New Adult Day Club at IHD<\/span> in Flagstaff<\/span><\/h3>\n
We are thrilled to announce that\u00a0Oakwood Creative Care\u00a0has opened its new\u00a0Flagstaff Adult Day Club\u00a0at the\u00a0Institute for Human Development (IHD<\/span>), located at\u00a0912 S Riordan Ranch St, Room 115C, Flagstaff, AZ 86011.<\/p>\n
<\/p>\nThis exciting collaboration brings together the expertise of Oakwood Creative Care and<\/span> IHD<\/span> to support older adults and<\/span> their care partners. The club provides a vibrant and <\/span>inclusive space that emphasizes\u00a0connection, creativity, dignity, and<\/span> purpose.<\/p>\n
Enrollment is now open!\u00a0Community members, healthcare providers, and <\/span>care partners are invited to explore the enriching daily activities designed for individuals navigating aging and<\/span> cognitive changes. Members can enjoy engaging experiences such as:<\/p>\n
- \n
- Art and<\/span> music activities<\/li>\n
- Cognitive engagement exercises<\/li>\n
- Movement and<\/span> wellness programs<\/li>\n
- Social connection and<\/span> community-building<\/li>\n<\/ul>\n
The Flagstaff Adult Day Club is dedicated to creating meaningful opportunities for growth, enjoyment, and<\/span> connection for older adults while providing support and<\/span> respite for their care partners.<\/p>\n
For more information, please contact Oakwood Creative Care at (928) 714-7224 or visit the website<\/a>.<\/p>\n
\nHonoring a Brother\u2019s Legacy: The Mike Baker Fund Supports Inclusive Learning at NAU<\/span><\/h3>\n
<\/p>\nIHD<\/span> is grateful to Pam Ramos and<\/span> Rudy Ramos for establishing the\u00a0Mike Baker Fund, a $50,000 gift honoring Pam\u2019s late brother, Mike Baker. Born with Down syndrome, Mike\u2019s life embodied inclusion, community, and<\/span>dignity, lessons that continue to inspire his family and<\/span> now support students, faculty, and<\/span> programs at IHD<\/span>.<\/p>\n
The Fund will provide ongoing resources to advance\u00a0inclusive learning, research, and<\/span> community engagement, particularly through the Minor in Disability Studies and<\/span> other interdisciplinary initiatives.<\/p>\n
“We are profoundly grateful for the support of the Mike Baker Fund,\u201d said IHD<\/span> Executive Director Kelly Roberts. \u201cThrough donor generosity, we advance our mission of improving attitudes toward individuals with disabilities while increasing access so that people with disabilities can engage fully in all aspects of the human experience.<\/p>\n
Read more about the Mike Baker Fund.<\/a><\/p>\n
\nMercy C.A.R.E.S. Grant Supports Regional Autism Diagnostic Training<\/span><\/h3>\n
<\/p>\nFrom January\u00a022\u201323, pediatric providers from across northern Arizona gathered for a two-day specialized training on administering the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2).\u00a0This important training was made possible through generous funding from a <\/span>Mercy C.A.R.E.S. community reinvestment grant<\/a> in support of IHD<\/span>‘s Interdisciplinary Developmental Evaluation Clinic<\/a>.<\/p>\n
<\/p>\n
ADOS-2 is widely regarded as the “gold standard” for observational assessment of autism spectrum disorder. Participants included pediatricians, psychologists, speech-language pathologists, occupational therapists, and <\/span>board-certified behavior analysts. Graduate students from Northern Arizona University\u2019s combined counseling and<\/span> school psychology PhD program were also invited to attend, helping build future workforce capacity.\u00a0\u00a0The training was conducted by Western Psychological Services (WPS)<\/a>, a nationally recognized leader in psychological assessment and<\/span> training.<\/p>\n
\nTwo New Bridge Briefs<\/h3>\n
<\/a><\/p>\nWe are pleased to announce the publication of two Institute for Human Development Bridge Briefs.<\/span><\/p>\n
Lessons Learned from the NAU Minor in Disability Studies Program\u00a0<\/strong><\/em><\/p>\n
This\u00a0bridge brief\u00a0highlights the history, impact, and<\/span> innovations of Northern Arizona University\u2019s undergraduate\u00a0Minor in\u00a0Disability Studies<\/a>\u00a0(DS) program. The program, housed at IHD<\/span>, explores disability as a social, cultural, and<\/span> political experience, emphasizes authentic inclusion, and<\/span>fosters campus- and<\/span> community-wide engagement. The article shares key lessons for other institutions\u00a0seeking\u00a0to develop inclusive, student-centered programs and<\/span> celebrates the transformative impact of the DS minor on students, faculty, and<\/span> the broader community.<\/p>\n
Read the DS Minor Bridge Brief.<\/a><\/p>\n
Lessons Learned from the Interdisciplinary Developmental Evaluation Clinic<\/strong> <\/em><\/p>\n
This\u00a0bridge brief\u00a0highlights over 20 years of work by IHD<\/span>‘s Interdisciplinary Developmental Evaluation Clinic (IDEC)<\/a>, which provides comprehensive developmental evaluations for children with complex needs, including those in rural and<\/span> underserved communities like the Navajo Nation. Key insights include reducing the burden on families through same-day evaluations and <\/span>travel support, embedding cultural awareness and<\/span> trauma-informed care, and<\/span> training future professionals through real-world, community-based experiences. The publication shares lessons and<\/span> strategies that other clinics and<\/span> service providers can adapt to improve access and<\/span> quality of care for children and<\/span> families<\/p>\n
Read the IDEC Bridge Brief.<\/a><\/p>\n
\nIntroducing <\/span>TVR PATH: A Personalized, Holistic Tool for Tribal Vocational Rehabilitation Programs<\/h3>\n
<\/h3>\nIHD<\/span> is proud to announce the launch of \u202fTVR PATH (Tribal Vocational Rehabilitation Personalized Approach to Traditional\u00a0Holistics)<\/a>,\u00a0a new tool designed to support culturally responsive services within Tribal Vocational Rehabilitation programs.<\/p>\n
Tribal Vocational Rehabilitation (TVR) services were\u00a0established\u00a0in 1975 to serve American Indians and<\/span> Alaska Natives with disabilities living on or near federal and<\/span> state reservations. These programs provide vocational rehabilitation services that help individuals prepare for and<\/span> obtain meaningful employment while honoring each person\u2019s cultural beliefs, identity, and<\/span> informed choice.\u00a0TVR PATH emphasizes a personalized,\u00a0holistic approach\u00a0to supporting program participants. It helps TVR staff visualize key elements of the vocational rehabilitation system at the participant, program, and<\/span> community levels, and<\/span> understand how these elements interact to support successful outcomes.<\/p>\n
Read more about TVR PATH.<\/a><\/p>\n
\nIHD<\/span> Completes Statewide Comprehensive Review and<\/span> Analysis for ADDPC<\/h3>\n
In January 2026, IHD<\/span> completed a Comprehensive Review and<\/span> Analysis (CRA)<\/a> for the Arizona Developmental Disabilities Planning Council (ADDPC)<\/a>, evaluating the current state of Arizona\u2019s service system for individuals with intellectual and<\/span> developmental disabilities (I\/DD). This statewide study will inform the Council\u2019s upcoming Five-Year Plan and<\/span>support strategic decision-making to enhance services and<\/span> supports for individuals with I\/DD throughout Arizona.<\/p>\n
Findings highlight important strengths within Arizona\u2019s I\/DD service system, including healthcare coverage, early intervention and<\/span> educational\u00a0supports, employment and<\/span> vocational programs, housing resources, and<\/span> interagency collaboration. At the same time, the CRA\u00a0identified persistent gaps and<\/span>barriers, particularly in rural and<\/span> Tribal communities, where transportation challenges, provider shortages, and<\/span> limited local resources restrict access to\u00a0timely\u00a0and<\/span> appropriate services.<\/p>\n
Read more about the CRA.<\/a><\/p>\n
\nNew Resource Available:\u202f <\/span>Plain Language Concepts to Consider<\/h3>\n
<\/p>\nWe\u2019re\u00a0excited to share a new product designed to support clear, accessible communication: <\/span>Plain Language Concepts to Consider<\/a>.<\/p>\n
Plain language is a way of presenting information clearly and<\/span> simply so it is easy to understand, helping to reduce barriers, increase comprehension, and<\/span>empower individuals with disabilities to make informed decisions about their lives. This easy-to-use, eight-page resource highlights essential strategies and<\/span> key elements for creating plain\u00a0language documents, presentations, and<\/span>products. By simplifying complex information, we can ensure that important messages reach and<\/span> resonate with a wider audience.<\/p>\n
As jazz legend Charles Mingus\u202fonce said:\u00a0\u201cMaking the simple complicated is commonplace; making the complicated simple, awesomely simple, that\u2019s creativity.\u201d<\/p>\n
We believe that even the most complex topics can,\u00a0and<\/span>\u00a0should,\u00a0be communicated in ways that are clear, engaging, and<\/span> accessible to all.<\/p>\n
Plain Language Concepts to Consider was developed through a collaborative effort\u00a0of Arizona\u00a0Developmental Disabilities\u00a0Network\u00a0partners. We extend our sincere thanks to the following individuals and<\/span> organizations for their contributions:<\/p>\n
- \n
- Lynn Black \u2013 Ability 360<\/a><\/li>\n
- Janna Murrell \u2013 Encircle Families<\/a><\/li>\n
- Lisa Vallee \u2013 Arizona Department of Economic Security<\/a><\/li>\n
- Susan Voirol \u2013 Diverse Ability Incorporated\u00a0<\/a><\/li>\n
- Cindy Beckmann \u2013 Institute for Human Development<\/a><\/li>\n<\/ul>\n
Together, we can make information more accessible and<\/span> meaningful for everyone.<\/p>\n
- Janna Murrell \u2013 Encircle Families<\/a><\/li>\n
- Art and<\/span> music activities<\/li>\n
- Facilitates research and programming <\/strong>to inform change that positively impacts individuals with disabilities<\/li>\n<\/ul>\n
![\"photo](\"https:\/\/in.nau.edu\/wp-content\/uploads\/sites\/347\/Justice-and-John-a-TASH-2025-150x150.jpg\")
IHD<\/span> staff