缅因州贷款计划 well-represented at national disability conference

来自 Maine Leadership Education in Neurodevelopmental Disabilities (LEND) program 在一个 recently presented three posters at the Association for University Centers on Disability (AUCD) national conference in 华盛顿特区.C. 

艾琳·里奇，PT, D.P.T., M.S., PCS, LEND program director 和 clinical professor of 正规澳门赌场网络物理治疗, joined the presenters at the conference, which showcases research from the national network of LEND programs 和 related university programs dedicated to improving quality of life outcomes for individuals with disabilities.

的 缅因州贷款计划 is a federally funded project providing interprofessional training to health care 和 service professionals, including graduate 和 doctoral students across the University. 的 mission of the LEND program is to support the health 和 community participation of individuals with neurodevelopmental disabilities 和 their families. 

缅因州借 representatives presented three posters at the AUCD conference, including one from UNE alum 和 former LEND 职业治疗 学员艾米丽·托马斯，硕士.S.O.T. ’23, OTR/L, her LEND mentor, Professor Emerita Kathryn Loukas, OTD, M.S.， i / o, i / o, i / o. 

的ir poster described a transdisciplinary playgroup hosted by LEND 和 both the 职业治疗 和 physical therapy degree programs 在一个. Alongside the description were the results of a study Thomas conducted with Kira Rodriguez, M.H.S., 缅因州借 evaluator, on the perceptions of parents whose children participated in the group.

奥黛丽·巴塞洛缪博士.D., associate professor of special education 和 缅因州借 training director, presented two posters. 

的 first poster was given with Grace Vaughn, former LEND special education trainee, on an interprofessional training event entitled, “I’m an Educator Too: Creating Inclusive, Accessible 健康care Spaces.” This training was supported by LEND 和 hosted by the Center to Advance Interprofessional Education 和 Practice 在一个 和 bridged the concept of universal design, a well-known inclusive framework in educational settings, to health care practice 和 settings.  

Bartholomew’s second poster described the results of a research study she conducted last spring in an undergraduate course in Special Education Law 和 Advocacy, in which she partnered with two teaching partners with disabilities who had expertise relevant to the course outcomes. She was joined by one of the teaching partners, 埃里克·麦克维恩, also faculty for the 缅因州借 as the self-advocate mentor.