E.I.P. header graphic
Links: Home | About Us | Contact Us | Site Map          Tools: ASQ | ASQ:SE | AEPS          Resources: Jobs | Diversity
folder Students
folder Research/Outreach
folder EIP Faculty/Students
Diversity Resources

The following links to campus and community resources are provided to help promote and enhance respect for diversity within the UO Early Intervention Program's academic and social activities. Faculty and GTFs will find resources that assist in incorporating diversity into their classrooms and curriculum. Students as well as persons considering attending the EI Program will find a variety of resources that will inform, assist and support them with campus and community life. Administrators and staff can also find resources for supporting and strengthening a diverse environment within EIP, including everything from campus policies and procedures to ways to have positive interactions.

Cultural Competency

Barrera, Isaura and Kramer, Lucinda: From monologues to skilled dialogues: Teaching the process of crafting culturally competent early childhood environments

Center for Effective Collaboration and Practice: Cultural Competency Web Page

Q: Are you a college professor wanting to provide information to your students on appropriate ways to assess children from diverse cultural and linguistic backgrounds but unsure where to find this type of information?

A: The Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS) can be a resource. CLAS Collects and describes early childhood/early intervention resources that have been developed across the U.S. for children with disabilities and their families and the service providers who work with them. The materials and resources available on the site reflect the intersection of culture and language, disabilities and child development.

Culturally & Linguistically Appropriate Services (CLAS)
The institute identifies, evaluates, and promotes effective and appropriate early intervention and preschool practices that are sensitive to culturally and linguistically diverse populations.

Hains, Ann H., Lynch, Eleanor W., Winton, Pamela J. 2000. Moving Towards Cross-Cultural Competence in Lifelong Personnel Development A Review of the Literature. Technical Report #3. October 2000. CLAS: The Early Childhood Research Institute on Culturally and Linguistically Appropriate Services. (online at http://www.clas.uiuc.edu/techreport/tech3.html.)

Harriott, Wendy A., Martin, Sylvia S. (2004). Using Culturally Responsive Activities to Promote Social Competence and Classroom Community. Teaching Exceptional Children, Vol. 37, No. 1, pp. 48-54, 2004. Council for Exceptional Children.

Harry, Beth. Developing Cultural Self-Awareness. University of Maryland

Salend, Spencer J. (2004). Fostering Inclusive Values in Children: What Families Can Do. Teaching Exceptional Children, Vol. 37, No. 1, pp. 64-69, 2004. Council for Exceptional Children.

National Center for Cultural Competence (NCCC)

Association of University Centers on Disabilities (UCD): Multicultural Council (MCC)

Back to index

Disability

UO Disability Services
DS coordinates services, provides advocacy and support to students with documented physical, learning, and psychological disabilities and provides assistance to the general campus community in responding appropriately to requests for accommodations based on disability:

  • Contacting DS, DS staff
  • How to get started, most commonly asked questions
  • Services and how to access them (academic advising, adaptive technology, books on tape, classroom relocation, notetaking services, priority registration, sign language interpreting, specialized equipment, exam accommodations)
  • Grieveance procedures, recent legal decisions which confirm previous legal interpretations
  • Information for faculty
  • Campus and community resources
  • Rights and responsibilities

UO Adaptive Technology Lab:

UO Office of Public Safety (OPS)
Persons needing disability reserved parking and parking services and transportation information should contact OPS for forms and procedures. Straub Hall, 1319 East 15th Ave., (541) 346-5444 (non-emergency), (541) 346-6666 (on-campus emergency).

UO Campus Planning Committee
A representative of Disability Services (Email Steve Pickett, Director, 346-1155)serves as an ex-officio member of this committee which advises the UO President on long-range campus development with regard to the design of the campus, including buildings and landscaping and to policy issues related to transportation.

Fred Tepfer, Planning Associate, University of Oregon Planning Office Architect & Planner
Fred Tepfer utilizes his knowledge and experience on matters of disability and universal access in his work at the the UO Planning Office. He can be contacted by emailing ftepfer@uoregon.edu, or by calling 346-5564.

Lane Transit District (LTD)

The Accessibility Committee of the Eugene Human Rights commission
Advises the City of Eugene, local businesses, and other groups on compliance with the American with Disabilities Act (ADA); raises community awareness about issues of accessibility; monitors accessibility of public buildings, services, and resources; and responds to citizen questions and complaints regarding accessibility.

Lane Independent Living Alliance

People with Disabilities: General Interaction Tips

Ten Commandments of Etiquette for Communicating with People with Disabilities

A Guide to Disability Rights Laws

Back to index

Diversity: University of Oregon

Office of Institutional Equity and Diversity

Student Life: Diversity Programs.

Diversity at the UO:

  • Diversity programs
  • Diversity stats
  • Events calendar
  • News
  • Report discrimination
  • Services
  • Student organizations

Diversity Awareness at the UO Libraries:

  • Library Diversity Committee
  • Cultural events calendar
  • Diversity related articles
  • Multicultural Resources Guide
  • Policies and procedures
  • Research from a diversity perspective
  • Suggested books and films

UO Committees:

  • Campus Planning Committee Steve Pickett, Director Disability Services serves as an Ex-Officio member to advise on disability access issues regarding buildings, landscaping, transportation)
  • Lesbian, Gay, Bisexual & Transgender Concerns
  • International Affairs Advisory Council
  • Scholarships
  • Status of Women

Diversity report to UO President Dave Frohnmayer (August 5, 2003)

Back to index

Diversity: College of Education

COE Diversity:

  • Initiatives
  • Strategic Plan for Diversity

COE student groups:

Special Education Area Multicultural Liaisons:

  • Liaisons are graduate students in the area of Special Education
  • Research recruitment and retention procedural precedents
  • Gather resources for use by current and prospective graduate students of color
  • Coordinate student socials
  • Organize activities to contribute to the ongoing educational development of pre-service professionals

Ethnic Diversity Affairs Committee(EDAC)<:

  • Erica Marchand, Graduate Teaching Fellow
  • Email EDAC
  • Committee members are students, faculty, staff
  • Purpose is recruitment, retention, advocacy and support of students and faculty of color in the COE
  • Focus on advocacy and awareness raising activities
  • Serves as an advisory body for the college and for ethnic minority group members who are current/prospective COE students

The COE student resources page
contains diversity/disability links to:

  • Multicultural groups
  • Diversity scholarships
  • Office of Multicultural Affairs & related scholarship links
  • Center on Diversity and Community (CODAC)
  • Diversity at the UO
  • Ethnic Diversity Affairs Committee (EDAC)
  • Diversity Web Site
  • COE Faculty Letter Regarding Diversity Issues
  • International students Financial Verification Contact Information
  • Office of International Programs
  • International student I-20 Form
  • contact scraig@darkwing.uoregon.edu
  • International New Student Orientation

COE General Policies & Procedures: Academic Policies & Procedures:

part time instructional faculty handbook: UNIVERSITY AND COLLEGE INSTRUCTIONAL REQUIREMENTS:
Covers current college requirements on respect for diversity and support for students with disabilities. A memo from COE Deans and Area Heads on Information to be included in all COE syllabi contains required and sample diversity/disability language for inclusion in course syllabi.

Special Education area Committee on Recruitment/Retention of Underrepresented Groups

Back to index

Financial Aid

UO Diversity Building Scholarship

UO Diversity Scholarships

See the University of Oregon Native American Initiative page
to contact someone about the O Aboriginal Right Initiative which makes in-state tuition rates available to the 44 Native American tribes and bands that have a historic relationship to the land that became Oregon.

Back to index

International

International Resources at the University of Oregon:

    Admissions
  • Office of International Programs
  • International student and scholar services
  • American English Institute
  • International student organizations
  • International Resource Center in the Erb Memorial Union (EMU), the EMU is the student union for the UO
  • International Events
  • Study Abroad and Internships
  • Foreign languages, Area studies
  • International institutes, centers, research and partnerships
  • International Alumni

Back to index

Lesbian, Gay, Bisexual, Transgendered

Queer Research Institute (QRI)
a group of queer and queer friendly students, faculty and community members. General meetings are held Friday mornings 8:30AM-9:30AM in 132 DeBusk (College of Education, University of Oregon). QRI has been awarded a CoDaC Interdisciplinary Reading Group grant focused on intersectionality of multiple facets of identity, i.e., sexual orientation and its interplay with class, race/ethnicity, gender, ability/disability, age and other cultural factors. The reading group is a strong model of QRI's mission of studying queer issues and supporting queer research and queer individuals conducting research. For additional information, contact Queer Research Institute, University of Oregon, QRI@uoregon.edu, or contact Alison Cerezo, M.A., acerezo@uoregon.edu or Maya O'Neil, M.S., moneil@uoregon.edu

UO LGBT Educational and Support Services Program:
Promotes a supportive environment at the UO for LGBT students, faculty, and staff through support services and educational efforts.

  • Email LGBT Educational and Support Program
  • Events calendar, mailing list
  • Services (lending library, Safe Zone Project, drop-in support groups, Queer Ally Coalition, speakers' bureau, Bias Response Team
  • Links to campus organizations of interest to the LGBT community (Gender Queer, LGBTQ Alliance, Lesbian/Gay Law Student Association, Standing Committee on LGBT Concerns, ASUO Womens' Center)
  • Links to campus resources of interest to the LGBT community (harassment/discrimination, academic, health, faculty/staff)
  • Resources Guide

UO Lesbian, Gay, Bisexual, Transgendered, Queer Alliance:

  • Contacting The LGBTQ Alliance
  • Email The LGBTQ Alliance
  • Projects/Events (Queer Prom, Pride Celebration, lectures and seminars, Lesbopalooza)
  • Support services
    • Campus life, meetings, mailing list

UO Library Diversity Committee:

Center on Diversity and Community (CODAC) LGBT Resources Guide

12th Annual University of Oregon Queer Film Festival (2/20/04-2/22/04)

LGBTQ: Labels, Identity, Development

UO Standing Committee on Lesbian, Gay, Bisexual and Transgender Concerns

UO Transgender/transsexual members of the university community statement of philosophy and support

Portland, Oregon Gay and Lesbian Community Yellow Pages
Gay And Lesbian Friendly Businesses in Portland, Oregon which is approximately a 2 hour drive north from Eugene on I-5 and is Oregon's major metropolitan area.

Back to index

Mediation, Conflict Resolution & Advocacy: Bias, Complaints, Discrimination, Grievance, Harassment

College of Education's Ethnic Diversity Affairs Committee (EDAC)

UO Disability Services:

UO Bias Response Team (BRT)

Office of Student Life Conflict Resolution Services

Race Task Force

UO Affirmative Action Equal Opportunity Office

Back to index

Men

Men make up one of the underrepresented groups within the Early Intervention Program, representing 8.3% of Masters students, 0.0% of Doctoral students, and 14.7% of faculty/staff. The EI Program encourages men to enroll in its academic degree and licensure programs and to apply for available faculty or staff positions.

UO Men's Center:

  • FAQ, when men should seek help
  • Mens counseling group
  • Men preventing sexual assault
  • Mens' health needs
  • Resources and helpful links

Back to index

Multicultural

Office of Institutional Equity and Diversity:

Associated Students of the University of Oregon (ASUO) Multicultural Center::

  • Contact the Multicultural Center, (541) 346-4321
  • Provides resources to the UO and its students
  • Support for Student Union programs
  • Support advocacy for academics
  • Networking and coalition opportunities
  • Calendar of campus & community activities
  • Space for events, meetings, and gatherings pertaining to race, gender, sexuality, or culture
  • Speakers, presentations, workshops, and discussions

Center On Diversity And Community (CODAC):

  • Email codac@uoregon.edu, (541) 346-3212
  • Cultural Competency Project ("CoDaC sponsors interdisciplinary UO Research Interest Teams (RITs) to conduct on-campus research on cultural competency issues, methods, and development processes. RITs are comprised of UO Faculty and graduate researchers. RIT activities may typically involve research, teaching and outreach (e.g. technical, consulting, or conflict resolution assistance) with organizations that seek such a relationship.")
  • Diversity research programs (CoDaC Postdoctoral Research Fellowships, Graduate Summer Research Awards, Interdisciplinary Reading Group Awards
  • Outreach programs and public events (Graduate Research Conference, Oregon Summit, Spring Symposium, workshops, co-sponsored and past events)
  • Information (Multicultural Resource Guide, Diversity Scholars Directory, Diversity Affairs Intern, CODAC Newsletter, CODAC in the news, CODAC videos and publications, recommended readings)

Center on Minority Research in Special Education. "COMRISE is designed to enhance the capacity of researchers in special education from historically Black colleges and universities and other minority institutions of higher education (IHEs) to build and pursue research agendas focused on minority issues in special education. COMRISE emphasizes that personal, interpersonal, and community variables must be examined to help scholars from minority IHEs with the opportunity to construct their own personal research agendas. We also help these researchers collaborate in teams with other researchers, both minority and non-minority, in pursuing common lines of research. Finally, COMRISE helps the scholars form networks across the country with other researchers based on similar research interests. COMRISE emphasizes collaboration, networking, and community-building. The COMRISE project at the University of Virginia works in concert with the Alliance 2000 Project at the University of New Mexico, and the Bueno Center at the University of Colorado."

Minority Student Achievement Network. "The Minority Student Achievement Network is an unprecedented national coalition of multiracial, relatively affluent suburban school districts that have come together to study the disparity in achievement between white students and students of color through intensive research. The Network was established to discover, develop, and implement the means to ensure high academic achievement of minority students. In February 1999, superintendents from fifteen urban-suburban school districts across the country agreed to form a network to improve the academic achievement of students of color, specifically African American and Latino students. At a subsequent meeting held in June 1999, in Evanston, Illinois, a team of educators from each district met to discuss current district initiatives and goals and begin the process of formally creating the Network. In July 1999, a Joyce Foundation planning grant was awarded to the College Board to assist the Network in developing a research agenda to examine the problems of minority underachievement."

Electronic Magazine of Multicultural Education [USA]. "The Electronic Magazine of Multicultural Education (EMME) is a free-access e-journal published twice a year for international scholars, practitioners, and students of multicultural education. EMME is committed to providing a forum in which scholarly and practical ideas can be exchanged to strengthen the theories and practices of multicultural education. Uniquely theme-oriented, each issue of EMME contains articles, instructional ideas, and reviews of arts, juvenile and professional books, and multimedia materials on a particular theme. EMME also publishes articles that may not deal with specific issue themes, but broad topics of multicultural education. EMME is made available to the general public only in the electronic format and without any subscription fee. Since it was first published in 1999, the magazine has reached readers from over 45 different countries."

The Bench/Bar Holidays and Observances Guide, published by the State Bar of Michigan, Equal Access Initiative, is a booklet containing the dates of religious and cultural holidays and observances of more than a dozen world religions, most through the year 2009 (22 pages) PDF 3.67MB (download times will vary based on connection)

Back to index

Native American

The National Council on Disability's (NCD) Understanding Disabilities in American Indian and Alaska Native Communities: Toolkit Guide:

  • For those working with AI/AN disabled populations
  • "According to the 2000 U.S. Census, nearly 2.5 million Americans identify themselves exclusively as 'American Indian or Alaska Native.' There are 4.1 million people who identify themselves either as Indian only or Indian in combination with another race (Ogunwole, 2002). Of this total, approximately 944,433 Indian or Alaska Native people live on federal reservations or on off-reservation trust lands (Langwell and Sutton, 2002). Of the 50 states, 35 have federal reservations within or overlapping state borders. The Federal Government, through the Bureau of Indian Affairs (BIA), officially recognizes 560 tribes and Alaska Native villages (Ogunwole, 2002). They are known as 'Federally Recognized Tribes.'"
  • At least 550,000 Indians live with disabilities "Data from. the 1997 Survey of Income and Program Participation found that 22 percent of the American Indian and Alaska Native population has one or more disabilities (McNeil, 2001). This is the highest rate of disability when compared with all other races in the United States."
  • "Every type of disability that is found in the general population can also be found in the American Indian/Alaska Native population.
  • "American Indian and Alaska Native people with disabilities, especially those who live in Indian country, face unique circumstances and legal environments that require special outreach, consultation, protections, and services:
  • "Federal laws designed to protect people with disabilities are not always enforceable against tribal governments because of the sovereign immunity and sovereign status of tribal governments. This does not mean that all enterprises located on tribal lands are exempt from federal laws, only that tribal governments are unique. Many tribes have opted to adopt their own ordinances and codes to protect Indian people with disabilities within the tribal system.
  • "Relationships between tribes and states can be strained because of overlapping or conflicting jurisdictions and other issues. States may offer many services and programs that can be helpful for people with disabilities and their families living in Indian country. It is important to remember that while tribes are sovereign governments, their members are also citizens of the state and of the United States and are entitled to access state programs.

Q: What about early intervention services for Native American families living on reservations?

A: According to the National Information Center for Children and Youth with Disabilities (NICHCY): Part III: Questions and Answers About Programs and Services for Native American Families and Their Young Children With Disabilities:

  • The lead agency for the state is responsible for seeing that early intervention programs and services are provided to infants and toddlers (ages birth through two years) with special needs in the state.
  • The State Education Agency (SEA) is responsible for seeing that programs and services are provided to preschool children (ages three through five) with special needs. These requirements include Native American infants, toddlers, and children living on reservations.
  • Information on these services is available from the lead agency, from the SEA, or by contacting the office of the tribal leader or the tribal education committee.
  • Local public or BIA schools and Indian Health Service (IHS) offices and clinics are also possible sources of information.

National Native American Families Together Parent Center (NNAFT PC). Outreach program to increase partnerships between Native American famlies and the professionals who serve their children. Provides information and training to families who have a child with a disability of a child who receives special education at school. Networks with a Community of Friends throughout Indian Country who can provide families with information on the educational rights of children with special needs.

Native Child Pre-3 Curriculum. Designed for three-to- five-year-old children in Native American Head Start centers and preschools. Native Child's goal is to affirm the child's culture and identity in a positive way, and build self confidence and a sense of belonging. Helps non-native childhood professionals promote multicultural understanding of Native Americans for both teachers and children.

UO Native American Initiative:

  • Contact Pauline Austin, (541) 346-3129
  • Many Nations Longhouse
  • Comprehensive effort to enhance recruiting and retention of Native American students and faculty
  • Increase academic and social support for native students
  • Foster a core of programs that will make the UO a major center for American Indian education and research
  • Graduate Student Support. The university makes a concerted effort to recruit, support and mentor Native American graduate students; some graduate students have chosen the campus longhouse as the site to defend their thesis dissertations.
  • Aboriginal Right Initiative. UO President Dave Frohnmayer introduced the groundbreaking "residency by aboriginal right" pilot program in 1997, offering in-state tuition to all members of the 44 tribes and bands that have a historic relationship to the land that became Oregon.
  • Native American Student Union (NASU). NASU is a student-run organization that provides academic, social and cultural support for the Native American community on campus.
  • Sapsik'wal~ (Teacher) Program. "Sapsik'wal~" is a Sahaptian word meaning "teacher." In partnership with the nine federally recognized tribes in Oregon, the UO College of Education prepares American Indian teachers through a master's degree scholarship program to meet the needs of native students.
  • Native American Community Research Interest Group.. Faculty, students, and community members engage in weekly discussions of topics related to Native American, Alaskan Native, and other indigenous cultures worldwide. Topics include research issues, literature, film and other academic subjects.
  • Center for Indigenous Cultural Survival (CICS). The CICS, through its collaboration with indigenous people and their communities, serves to increase the understanding of the challenges faced by indigenous peoples and to support the continuance of their diverse cultures. The CICS staff consists entirely of indigenous people.
  • Northwest Indigenous Language Institute (NILI). Offered through the UO linguistics department in partnership with Northwest tribes, NILI provides training and tools to help native people of North America maintain their culture through the learning and teaching of their native languages. It creates opportunities for native people to restore their languages of heritage to a central place in their communities.
  • President's Native American Advisory Board. A group of native and non-native professionals, locally and nationally, with whom the UO president seeks dialogue and council regarding the UO Native American Initiative.

Journal of American Indian Education-Arizona State University:

The Challenge of Cultural Blindness: Implications for Family-Focused Service Delivery. By Maya Kalyanpur. Journal of Child and Family Studies. 7 (3): 317-332, September 1998. Human Sciences Press, Inc.

Different Boundaries, Different Barriers: Disability Studies and Lakota Culture by Lilah Morton Pengra, Ph.D.. Disability Studies Quarterly, Summer 2001, Vol. 21, No. 3, pp. 36-53. University of Hawaii.

Tribal College Journal

American Indian Quarterly (Online Edition) [USA]

American Indian Higher Education Consortium

Council for Indian Education

NATIONAL INDIAN EDUCATION ASSOCIATION

U.S. Department of Education, National Advisory Council on Indian Education

Bureau of Indian Affairs (BIA). An agency within the U.S. Department of the Interior. Provides education services to approximately 48,000 Indian students.

BIA Office of Indian Education Programs (OIEP):

  • Carries out federal government's education commitment to Indian tribes
  • Only national education system for American Indian children and adults.
  • Serves children and their families from birth through life, working in partnership with Indian tribes, families, communities and American Indian education organizations.
  • Classroom Resources. Includes books, journals, articles, bibliographies, etc. organized into four categories: Teaching American Indians, Culturally Responsive pedagogy for American Indian Learners, Researching American Indian Education, and other resources.
  • Higher Education Grants Frequently Asked Questions web site.

Q: What about funding for Native Americans attending graduate school?

A: According to the Bureau of Indian Affairs, Office of Indian Education Programs Higher Ed Grants frequently asked questions web site:

  • Many colleges know about the BIA's grant program and can refer you to a knowledgeable counselor. However, there are still quite a few institutions that have no idea the availability of grants specific for American Indian/Alaska Natives. So, do not assume that the college will forward your paperwork.
  • Contrary to popular belief, Indians do not receive payments from the federal government simply because they have Indian blood. To be eligible to receive payment from tribal funds, a person, in addition to possessing Indian blood must be a recognized member of the Indian tribe whose money is being distributed. Generally, responsibility for establishing this membership lies with the tribe and the individual. Indian tribes establish their own enrollment criteria.
  • Applying for Graduate Fellowship Grants. Graduate Fellowship Grants are provided to supplement financial assistance to eligible American Indian/ Alaska Native students pursuing a post-baccalaureate degree. OIEP contracts with the American Indian Graduate Center ( AIGC), located in Albuquerque, New Mexico. Graduate Fellowship grants are available to individuals who are: (1) Pursuing a master's or doctorate degree as a full time student at an accredited graduate school in the U.S.; (2) Able to demonstrate financial need; and (3) An enrolled member of a federally recognized American Indian tribe or Alaskan Native group, or possess one fourth degree federally recognized Indian blood. Application requirements and time frames for submitting an application are available with the AIGC by calling (505) 881-4584, writing to 4520 Montgomery Blvd., N.E., Suite 1-B, Albuquerque, NM 87109, or visiting their web site at www.aigc.com.

Health of Native People of North America: An Annotated Mediagraphy by Sharon Gray, M.L.S. and Edward Starr, Ph.D., M.A. MC Journal: The Journal of Academic Media Librarianship, v1 no.2, Fall 1993:70-100; revised Health of Native People of North America: An Annotated Mediagraphy, Part II. by Sharon A. Gray, MC Journal: The Journal of Academic Media Librarianship, v6 #1 , Spring 1998:

  • The narrative or story format often used in these productions is the cultural preference of Native people for conveying information or teaching."
  • Examples:
  • American Indian Concepts of Health and Unwellness. (1990, VHS, 21 min.) An overview of the basic beliefs about health and disabilities common to the traditions of many American Indian tribes is relayed to illustrate the differences between Indian and non-Indian health beliefs. Native American Research and Training Center, Tucson, Arizona. (602) 621-5075.
    • http://www.ahsc.arizona.edu/ http://www.usask.ca/
  • Communicating with Native American Patients. (1988, VHS, has dual soundtrack to accommodate the addition of a tribal language, 25 min.) Ellen Jackson, R.N. (Navajo) lectures on communication problems that often arise in the relationship between the Indian patient and the health care provider. She suggests ways to communicate effectively, including establishing rapport, difficulties that might occur with treatment regimens and appointment-keeping, the medicine man, and the importance of translator competence. Native American Research and Training Center, Tucson, Arizona. (602) 621-5075.
  • Counseling the Native American Indian Client. (1995, VHS, 83 min.) Cultural issues that may affect counseling sessions with Native Americans and strategies for interacting with Native American clients are discussed. A counseling session and interviews with professionals are included. California State University, Learning Technology Center. (714) 773-2011. http://www.fullerton.edu/
  • Cross-Cultural Issues and Risk Assessment. (1991, VHS, 30 min.) The video addresses cultural misinterpretations that can occur. These may lead to inappropriate placement decisions when using standard risk assessment tools with American Indian clients. Northwest Indian Child Welfare Association, Portland, Oregon. (503) 229-3038.
  • Culture and Disability. (1988, VHS, has dual soundtrack to accommodate the addition of a tribal language. 28 min.) Dr. Jennie R. Joe, Ph.D., M.P.H., (Navajo) delivers a paper on the relationship between culture and the perception of disability. It was presented at the Native American Long Term Care Workshop, April 27-30, 1988 in Tucson, Arizona. She explains that what is perceived as a disability may vary from one culture to another. Disabilities among Native Americans are primarily caused by car accidents, complications of diabetes, and environmental problems such as hazardous jobs. Some people believe that disabilities are more prevalent now because of younger people not listening to the elders and because of technology prolonging life. Disorders that do not have names in a Native language are not usually perceived as disabilities. There are differences in tolerance of disabilities among women, children and the elderly, and young males. Visible disabilities are sometimes better tolerated that those that cannot be seen. Native American Research and Training Center, Tucson, Arizona. (602) 621-5075.
  • History of the Indian Child Welfare Act. (Videotape, 40 min.) The circumstances that led to the Act, tribal and state responses, and the major features of the Act are described. Northwest Indian Child Welfare Association, Portland, Oregon. (503) 229-3038.
  • Honored by the Moon. (1989, VHS and U-Matic, 15 min.) The traditional roles that gay and lesbian people had among various Indian nations, as well as contemporary issues of homosexuality and homophobia, are examined. Women Make Movies, New York. (212) 925-0606.
  • Understanding Cultural Diversity: The Challenge of Providing Health Care Services to American Indians. (1994, vHS, 96 min.) The challenges identified in this video are: motivating patients to go to health care providers for diagnosis, to accept treatment, and to continue treatment outside of the clinic. Arizona Board of Regents. (602) 229-2500. http://www.abor.asu.edu/
  • Understanding the Indian Child Welfare Act. (1995, VHS, 17 min.) The provisions of the Indian Child Welfare Act are presented. Its importance in improving child welfare services for Native Americans is discussed. Spaulding for Children. (248) 443-0300.
  • We Look-You Look: Perspectives on Acculturation. (1998, VHS, has dual sound track to accommodate the addition of a tribal language. 20 min.) Judith Black Feather, R.N., M.P.H., discusses Native American cultural values and philosophies, including concepts of time, values, death, social interaction, religion, child rearing, and behavior. Native American Research and Training Center, Tucson, Arizona. (602) 621-5075.

Native American, American Indian, Alaska Native Disability Technical Assistance Center:

Back to index

Statistics

UO Native American Statistics ("Selected Numbers" appear toward bottom of the page)

UO Diversity Statistics

UO Office of Multicultural Affairs: Diversity Statistics

Back to index

Teaching Assistance & Curriculum Building

UO Disability Services Faculty Guidebook
Contains information on disability services, contacting Disability Services, responsibilities, DS staff, optimizing learning for students with specific disabilities, interacting with people with disabilities, strategies for optimizing learning, other UO resources, and an appendix summarizing legal cases (including when personal liability applies).

UO Disability Services Technology Access Program
prmotes access to adaptive technology by being a resource to other technology providers on campus and by promoting access at all computer labs on campus.

UO Adaptive Technology Lab: Designing Web Accessibility for People with Disabilities
James Bailey, Adaptive Technology Access Adviser is available to consult with campus administrators, faculty, staff and students on universal access web design and policy.

UO Teaching Effectiveness Program (TEP):
offers the following to faculty and GTFs

Diversity Book Reading Coordinator

Library Diversity Committee: Cultural Explorations: Suggested Books & Films
Multicultural, disability, lesbian, gay, bisexual, transgendered, etc.

COE General Policies & Procedures: Academic Policies & Procedures:

part time instructional faculty handbook: UNIVERSITY AND COLLEGE INSTRUCTIONAL REQUIREMENTS:
Covers current college requirements on respect for diversity and support for students with disabilities. A memo from COE Deans and Area Heads on Information to be included in all COE syllabi contains required and sample diversity/disability language for inclusion in course syllabi.

Women

Associated Students of the University of Oregon (ASUO) Women's Center:

  • Staff
  • Events
  • The Siren: a publication for the women of the UO
  • Jobs
  • Resources, including multicultural and LGBTQ needs
  • Crisis referral
  • Workshops and classes

Email ASUO Black Women of Achievement, asuobwa@gladstone.uoregon.edu

United Women of Asian Heritage, Phone: 541/988-3467

UO Library Diversity Committee Multicultural Resource Guide: Women's Resources

Back to index


[Back To Top]
folder Parenting
folder Quick Links


Buddy Walk
Hollie Hix-Small and Dr. Kevin Marks held a press conference on 09/12/07. Click image for more info.

spacer
© 2008 Early Intervention Program, University of Oregon College of Education. All rights reserved.