This series features interdisciplinary peer-reviewed presentations of faculty and staff members’ research or work in progress from the University of Maine Center for Community Inclusion and Disability Studies and/or the New Hampshire-Maine Leadership Education in Neurodevelopmental and Related Disabilities (NH-ME LEND) Program. Peer review is a process by which something proposed (as for research or publication) is evaluated by a group of experts in the appropriate field. (Definition courtesy of Merriam-Webster.)
Posters from 2022
A Study of evidence Based Practice in Health Professional Education: Advantages and Dangers, Stephen F. Gilson and Elizabeth DePoy
"Forensic Analysis" Thinking: Promoting Equity of Access for All Persons, Stephen F. Gilson and Elizabeth DePoy
Co-creating Equity: Culturally Responsive Angolan New Mainer Pod Model Childcare for an Inclusive Health Community, Marnie Morneault and Azenaide Pedro
Posters from 2021
Breaking Silos Through Narrative Advocacy, Jennifer Maeverde
Considering Platforms for NH-ME LEND Program Delivery: Face-to-Face? Remote or Hybrid? Lessons Learned from the COVID-19 Pandemic, Susan Russell and Betsy Humphreys
Posters from 2020
Supporting Virtual Connections During Social-Distancing, Alan Kurtz, Janet May, Rachel Dyer, Margaret Carter, Cynthia Thielen, and Bonnie Robinson
Posters from 2019
Children with Disabilities Tend to Stay in a Highly-resourced Early Head Start/Head Start Program Longer than Children without Disabilities, Alan Cobo-Lewis, Dale Walker, Noreen Yazejian, Shinyoung Jeon, Sandra Hone, Karen Stoiber, Diane Horm, Gabriela Guerrero, and Donna Bryant
Collaboration with Parent-Run Organization, a Support Agency and Adults with Developmental Disabilities to Improve the Quality of Life, Alan Kurtz and Janet May
Partnership of NH-ME LEND and New Mainers Public Health Initiative to Offer Training Experiences With Culturally and Linguistically Diverse Populations, Susan Russell and Betsy Humphreys
Posters from 2018
Aging Farmers with Disabilities: From Ommission to Belonging, Elizabeth DePoy and Stephen Gilson
Coaching LEND Faculty in Implementing Team-Based Learning Across Two States: Lessons Learned over Four Years, Alan Kurtz, Rae Sonnenmeier, Betsy P. Humphreys, and Susan Russell
Posters from 2017
Picture vocabulary growth in students with and without disabilities in an early childhood program that targets poor families, Alan B. Cobo-Lewis
Assessing Trainee Understanding of Health Equity & Diversity, Betsy P. Humphreys, Susan Russell, Alan Kurtz, and Rae Sonnenmeier
Improving Effective Interdisciplinary Team Work Using Team-Based Learning within the NH-ME LEND Curriculum: Comparing Years 1 – 3, Alan Kurtz, Rae Sonnenmeier, Betsy P. Humphreys, and Susan Russell
Partnerships Promoting a Culture of Inclusion in Maine's Early Childhood Workforce, Linda Labas
Engaging LEND Trainees in a Leadership and Policy Experience, Susan Russell, Betsy P. Humphreys, Alan Kurtz, and Rae Sonnenmeier
Posters from 2016
Computerized Adaptive Assessment of Infant-Toddler Language Development: Demonstration and Validation of an App for Screening, Alan B. Cobo-Lewis, Curtis Meadow, George Markowsky, Barbara Z. Pearson, Shawn A. Collier, and Rebecca E. Eilers
Co-Design: A Contemporary Path to Innovation and Entrepreneurship for People with Disabilities, Liz DePoy and Stephen F. Gilson
Ready for the Future: Maine Youth with Disabilities Developing Work Skills, Janet May
Navigating Distance and Technology: Successfully engaging LEND Trainees from New Hampshire and Maine in a Synchronous Online Team-Based Learning Environment, Susan Russell, Alan Kurtz, Elizabeth Humphreys, and Rae Sonnenmeier
Improving Effective Interdisciplinary Team Work Using Team-Based Learning within the NH-ME LEND Curriculum: Evaluation from Year 2, Rae Sonnenmeier, Alan Kurtz, Betsy Humphreys, and Susan Russell