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Disability Inclusion · Applied inclusion
Understand why people arrive wary of services, and practice choice, transparency, collaboration and cultural humility in ordinary encounters.
48–55 minutes · 5 lessons · Voluntary learning
See how disability combines with trauma, race, poverty, language, gender identity and age, and why a single story about any of them leads a service astray.
Trace institutional mistrust to its sources, from institutions and segregation to coercion, discrimination and systems no one could use, and recognize how it shows up at your counter.
Turn the principles of a trauma-informed approach into things you say and do in an intake, an assessment or a phone call.
Practice humility instead of expertise about other people’s cultures, and hold disability, culture and diagnosis as questions rather than conclusions.
Apply the whole course to an intake policy that looks ordinary and excludes people at five points, then write the corrected version.
Choose one intake, referral or eligibility step you touch every week. Walk it as a person who has been let down by services before, and change one thing about the choice, transparency or collaboration it offers.
Many of the people we serve have learned, from experience, to expect that a service will take something from them: their time, their privacy, their say. Disability, trauma, racism, poverty, language and age do not arrive one at a time; they combine, and the combination shapes how a person reads our forms, our tone and our rules. This course explains where that wariness comes from and gives you four working habits: choice, transparency, collaboration and cultural humility. You will finish by reviewing an intake policy and naming what is missing from it.
Offer a choice. Say what happens next. Say what you are writing. Ask what has failed before.
Keep choice, transparency, collaboration and humility in view during the encounters that decide whether a person comes back.
Review one policy or procedure with the five questions and send the result to its owner this month.
Participation and course completion in this program do not count toward DHS-required training credits unless management, a director, or DHS leadership expressly approves an exception.
Federal agency whose guidance on a trauma-informed approach describes the principles of safety, trustworthiness and transparency, peer support, collaboration, empowerment and choice, and attention to cultural, historical and gender issues.
The state’s plan for supporting people with disabilities to live, learn, work and participate in the most integrated setting.
Definition of disability inclusion and the estimate that about one in four adults in the United States has a disability.
Guidance on effective communication, service delivery and the rights of people with disabilities in public programs.
Federal civil rights protections, including Section 504 and language access, that apply to health and human services programs.
State council offering guidance and technical assistance on disability access and policy in Minnesota.