DISABILITY, DIVERSITY, AND INTERSECTIONALITY IN CILS
Presented by Kim Gibson, Stan Holbrook, Lee Schulz
SEPTEMBER 25, 2018
2:45 P.M. ET

	>> CAROL EUBANKS:  Good afternoon, everyone, and welcome to today's webinar.  Disability, Diversity and Intersectionality:  "Creating a Welcoming and Supportive CIL for Diverse Populations" 
	I'm Carol Eubanks, instructional designer with ILRU.  Today's presentation is brought to you by the IL-NET training and technical assistance project for CILs and CILCs the IL-NET is operated through a partnership among Independent Living Research Utilization, National Council on Independent Living, Association of Programs for Rural Indpendent Living and Utah State University centers for persons with disabilities with support provided by the Administration on Community Living at the U.S Department of Health and Human Services.  
	This webinar is being recorded and will be available ondemand within a few days.  You can go to ILRUorg where you will find all of the materials for the presentation, including the PowerPoint, audio, transcript, and any other supplemental materials that may be posted subsequent to this presentation.  
	Today you'll have an opportunity to ask questions during the webinar.  If you move your cursor on the screen, you should be able to see a bar on the bottom of your screen and there in the middle one of the options is Q&A and you can use that to type questions at any time and we'll address them during our Q&A breaks.  Captioning will also be available by opening the CC tab on the main screen of the webinar or if you prefer you can view the full screen captioning  You are welcome to log into the chat there and enter your questions and we will respond to them during our Q&A breaks, as well.  
	You can find the URL in the chat on the main webinar screen.  
	And one final bit of housekeeping, at the end of the webinar, an evaluation form will open in your web browser.  Please, do fill that out.  It's short and it's easy to complete.  
	I would now like to introduce our moderator for today, Stan Holbrook.  Stanley is owner of S.A. Holbrook and Associates, a management consulting firm offering organizational development, diversity and inclusion training, strategic planning and capacity building training.  He was instrumental in developing the diversity initiative of the National Council on Independent Living.  He served as the Chairman of the NCIL Diversity Committee and member at large of the NCIL Board for 14 years.  Welcome, Stan.
	>> STAN HOLBROOK:  Hello welcome everybody to "Creating a Welcoming and Supportive CIL for Diverse Populations".  
	My name is Stan Holbrook.  And if you can move to the next side, please.  
	We have the contact information for everyone, our presenters, Kim Gibson, Lee Schulz, and then myself.  And feel free to send them an email, personal email with questions that you may have resulting from the webinar today.  
	I will also ask you to visit the ILRU Disability, Diversity and Intersectionality in CILs Web site at CIL-diversity.org.  
	To find the nine CIL case studies and other information gathered from this very important project.  
	Slide 4, please.  
	I want to give you a little background on Disability, Diversity and Intersectionality project.  I'll refer to it as the DDI project.  
	ILRU in collaboration with Public Research and Evaluation Services conducted a three-phase research study entitled Disability, Diversity and Intersectionality.  To determine really how centers are designing and improving services, programs and outreach for racially, ethnically, culturally and linguistically diverse groups.  
	Next slide, 5.  
	A couple of definitions I would like you to grab ahold of is diversity, which means differences in culture, ethnic or racial classification, self-identification, tribal or clan affiliation, nationality, language, age, gender, sexual orientation, gender identity or expression, socioeconomic status, education, religion, spirituality, physical and intellectual abilities, personal appearance, and other factors that may distinguish one group or an individual from another.  
	Our definition for intersectionality is the multiple social group memberships and identities that expose an individual to different types of discrimination and disadvantage.  
	Slide 6, please.  
	We have nine centers that were selected for the case study.  Access Living out of Chicago.  Center for Independence of the disabled in New York.  Central Coast Center for Independent Living.  In Salinas, California.  Central Iowa Center for Independent Living in DesMoines, Iowa.  Community resources for independent living, Hayward, California.  DisABILITY LINK from Atlanta, Georgia and we have Kim Gibson, the ED, presenting.  Illinois/Iowa Independent Living Center.  IndependentFirst Milwaukee, Wisconsin and we have Lee Schulz presenting.  And last but not least, metropolitan Center for Independent Living in St. Paul Minneapolis  
	What you'll learn today is what cultural and linguistic diversity means.  
	What can be done in the physical environment of a CIL to convey a welcoming atmosphere to racially, ethnically and linguistically diverse populations.  
	How to get buy-in from your staff and Board and support them in their proficiency  
	You'll learn some unique considerations today.  And adaptations that can be done to your CIL.  
	Also some helpful tips and strategies.  
	I would like to tell you a little bit about our presenters today.  
	Kim Gibson accepted the position as Executive Director of disABILITY LINK and moved to Georgia from Texas in August 2013.  She previously served as an Executive Director of two other Centers for Independent Living where she gained knowledge to expand programs with a focus on diversity and inclusion.  Kim has received numerous awards for her disability work, and she's a Board Member of the Association of Programs for Rural Independent Living, APRIL.  NCIL and the statewide Independent Living Council of Georgia.  
	Lee Schulz serves as Executive Director of IndependentFirst in Milwaukee, Wisconsin for 32 years.  During his tenure, IndependentFirst developed numerous innovative programs, such as the Statewide Women's Abuse Program, Alternative Financing Program, Home Ownership Program, and Try a Gadget Resource Center  Lee has had several -- served several times on the NCIL Council of Independent Living Board of Directors, served on the statewide living Council and co-founded Wisconsin's Association of Independent living centers.  
	I would like to move forward with our session and ask Kim to start us off by discussing her journey to Disability, Diversity and Intersectionality.  Kim?  
	>> KIM GIBSON:  Good afternoon, everybody  First it talks on this slide about being personally invested in creating a diverse CIL  It started at home with myself.  
	My son happens to be mixed.  And watching him go through life not -- you know, people talking about diversity but not really inclusion.  And really lumping that together, assuming they are kind of the same thing, diversity is inclusion.  When it's really not.  Diversity equals the representation.  Inclusion incorporates all of that together and creates an inclusive environment.  
	So for the first center that I was at, a lot of that area that I was at had Native Americans.  And as I watched and thought, hey, we're doing an inclusion because we're reaching out to this diverse population, we weren't doing a really good job of including them within the programs.  Everything was separate and not integrated.  
	And then the center I went to, a little bit more so.  So when I came to Atlanta, I really stopped and said, okay, here we are at a time that we're talking about diversity and Atlanta has all kinds of races and religions and gender orientations and sexual orientations and different talents.  And I stepped back and said, okay, are we looking at the population, the staffing, and taking a little bit of an inventory there?  And then bringing it into the center and committing it to the value of the individuals, valuing the people for who they are, not who we want them to be.  
	Looking beyond a person with a disability but beyond into their lives to see if there's really something here.  
	So taking a look at the human difference Social Security, not limiting to the races, the ethnicities -- oh, boy, I said that almost wrong.  The gender, the gender identity, the sexual orientation, the age, social class.  But really taking a look that if individuals are sitting at the table, are they included regardless of who they are?  And to me an inclusion is involvement and empowerment where the inherent worth and dignity of all people are recognized.  
	I do have to give a little bit of credit as I move through my bachelor's of social work and my Masters of Social Work with (inaudible) university who really focused on the value of the human dignity and what really diversity and inclusion meant.  Beyond.  I think that for me, I was thinking well, if you have diversity, it's automatically inclusion.  But it's really not.  And so that's what started me on taking a look and saying, how am I going to incorporate it with our staff, with our consumers, looking at the inventory and beginning that whole thing.  
	Slide 9.  
	>> LEE SCHULZ: Hello.  A few years ago during that whole time we wanted our Center for Independent Living to tend to the current customers related to diversity.  And that included in our area Jewish Russian immigrants, African Americans, Spanish speaking, and Native American customers.  
	This included persons of all disabilities and all genders.  
	Milwaukee unfortunately is widely known as a very segregated geographic city with various populations living in certain parts of the town.  So the CIL really needed to tend to that issue both in where we were located and how to be welcoming to all.  Slide 10, please.  
	So one of the major issues is looking at your budget, the budget needed to contain extra costs to include but not limited to providing materials in multiple languages.  The cost of language and sign language interpreters.  In our CIL's case that's about $150,000 a year  
	We access the AT & T LanguageLine.  Then there's extra costs of recruiting and hiring bilingual staff.  And you need to budget dollars for staff to attend training and events related to diversity  
	Slide 11.  
	Often it is cost effective to train other nonprofits on accessibility and disability issues if they already are serving a distinct ethnic or cultural population.  
	For example, IndependentFirst collaborated and worked with United Community Center, which served the Spanish-speaking population to make their services accessible to individuals having a disability.  That saved us money and it created a better accessibility throughout the community.  
	Next slide.  
	>> KIM GIBSON:  Okay so for us, when I first came to disABILITY LINK, really taking a look at some basic considerations was actually look at the stats of the consumers and compared them to the staff and Board at all of our levels.  
	We took a look at our community, our consumers, our staff and our Board.  And utilized that old 704, the PPR now, to say, you know, is that matching up with what the stats in Metro-Atlanta are.  And comparing those.  
	So for us at the time of this report, we were pretty much in line with the Caucasian, African American, there were several other ones on the -- in the study.  But when we first came -- when I first really took a look at this, the population was not so much like that.  
	So we said, what can we do different to do that?  
	So we also looked at different diversity issues, including sexual orientation, age, religion, all that kind of thing.  So other than just the race because over the years, by the way, race has changed from what it means to what it is now.  And blacks and African Americans and all that kind of thing.  
	So really taking a look at all of the different diversity or all of the different groups of individuals.  
	Slide 13, please.  
	So one thing that I always say, diversity without inclusion is a story of missed opportunities of employees.  So it used to be an overlooked that they no longer share ideas and insights.  But diversity with inclusion provides a mix of talent, retention and engagement.  And that's the key that I found.  This importance of buy-in from management and staff.  
	Valuing the individuals, valuing your staff, to bring out what skills or what interests them.  
	So empowering staff to reach out and bring out the ideas.  And because of this, developing groups such as focusing on LGBTQIAP++ disabilities, our musical groups, our voices, our non-denominational groups.  Respect Institute, Our Hearing Voices, which is a mental health organization focused on tactile stuff.  
	Our different refugee groups, our outreach.  
	So because the staff themselves were valued and being included in this whole diversity, you can have at your table, you can look around your staff and say, I'm diverse, I have African Americans, I have Jewish, I have LGBTQIAP population.  I have Muslim, I have Caucasian, I have a diverse staff but none of that means anything if it's without inclusion, without bringing your staff, your management, to the table and including them in the programs.  
	Budget considerations we utilized a lot of volunteers.  
	Now, because we were already kind of -- we were utilizing the translators and different stuff, it wasn't a big increase to the budget for that piece of it.  Simply because I already budgeted for it.  It is going to have to be a budget consideration when you're working at it.  When you're looking at it and seeing what kind of things you have  But we utilize a lot of volunteers.  
	And advocacy, which entitles entities that don't provide Disability Services.  Like Us Protecting Us, a collaboration with a variety of social justice organizations including Black Lives Matter.  
	So we collaborated -- we collaborate with different groups that have a focus on different areas like the Jewish center.  And pulling those in there, talking about Disability Services.  Us Protecting Us, which is the Black Lives Matters group and using NAACP.  And pulling those in.  And those individuals that were part of that.  
	Slide 14, please.  
	>> LEE SCHULZ: So during my time as director of the center, we moved four times.  And during that time I think each time we moved, we got a little better at developing an inclusive community and inclusive facility.  
	The first thing is to create a physical environment that's open to all.  It should be fully accessible to all disabilities  All pathways should be clear.  
	Racially neutral geographic location.  That's, again I want to point out that Milwaukee being a relatively segregated city, there's certain parts of the city that other ethnic groups don't like to go to.  
	So when we last located actually the last two locations, we really looked at the outer edge of the inner city, the downtown area.  We considered that to be neutral geographically for different ethnic groups.  
	Everybody coming to downtown and feeling more comfortable there.  
	Within the facility to have pictures and posters to demonstrate and welcome diversity.  
	We have different levels of participation including small group areas and large areas that are safe spaces for meetings.  
	Slide 15, please.  
	When we relocated our CIL offices, we got the city to put in a stoplight at the closest bus stops for our customers with disabilities to safely cross the street.  Our written materials are printed in four primary languages spoken in the city and available in large print and Braille.  We placed a message board in the reception area welcoming people and letting them know what was happening at the center and in the community.  
	We had a policy that a microphone be used at all events and sign language interpreters be provided.  We installed an auto loop system in the conference rooms, Slide 16.  
	Kim, I think you're muted.
	>> KIM GIBSON:  It took me a few minutes.  Sorry.  Like Lee in 2013, we moved over to our current space.  And it gave us a great opportunity to say what can we do from beginning to end.  From the start of the -- before you hit the door to while you're in here to create that welcoming environment.  Like Lee we advocated and was able to have a crosswalk placed.  But then individuals would come to the door and walk by and if you have any vision impairments or are blind, you might not -- you would have to figure out where the door was.  So we bought a little box thing that many people will put out for like Halloween to say Happy Halloween or whatever it's just a little door greeter, you can buy it off Amazon.  We record different staff voices throughout the course of the year that says welcome to disABILITY LINK.  That way the door greets you right away.  Right away you're there and at the front door the message right away says things like Black Lives Matter.  Women's rights, human rights.  Love is love.  
	Trying to create that no matter who you are, you are welcome here.  Then you walk into the doorways everything from our pictures, our posters, photos, flags our artwork the messages displayed reflects all kinds of diversity including rate, income, religion, age, sexual preference to convey the message that all feel at home.  
	When people are sitting down in our first little area waiting, right there are pictures with individuals with disabilities of all races, all religion, everything that are famous and the comments are well I didn't know Whoopi Goldberg had a disability.  So it's really bringing the sense that they have a disability.  So it's not like I'm -- it's a positive image for individuals to realize that and then as they go down through the hallways, they see all of those different things that promote the civil rights and can say, I identify with LGBTQIAP flag or I identify with whatever religion.  
	Or whatever kind of person it is.  
	So it gives that sense of I'm here, I'm at home, I feel good.  Slide 17 or is it -- Slide 17.  
	So one thing that we talked about was the environment from the door to the staff to the office.  So it's all good and grand if you have that door greeter, if you have those pictures, but if you don't have staff that are trained to accept and to create that inclusion process, then it kind of stops at the door.  So taking the time to train the staff, using that signage on the door.  
	Like I talked about a few minutes ago, we reached out to the local authority to place a cross light for the individuals to make sure it was there.  
	We actually also -- our big message board and anything that is placed in there is large print but it also has an iPod in there that we posted so people can listen to whatever happens to be on that message board.  So you can visually see it and you can auditorily hear it.  
	So -- iPods are very inexpensive.  And we purchased that.  And whatever is in that message board is read and available for individuals.  
	We take a special consideration and staff have to think about this a lot of times.  They are like, can I move my desk?  And my answer to them is, if you are a wheelchair user or any other kind, is your area accessible?  
	So all those areas are kept accessible, including the desk.  You don't have rugs laying around the floor  All that kind of things.  
	Computers for public use, our computer labs have adjustable tables and programs accessibility, such as JAWS or we have Microsoft Word has some different programs available for that.  
	And one thing that we're insistent on is scent-free materials are used for cleaning products.  
	It may cost you a dollar or two more to have scent free.  But it's worth it.  You don't have individuals with asthma going into attacks or whatever it might be.  
	And the greeter at the front door is there to say, hey.  By the way, that's great that you're here.  But I can kind of smell a little bit of scent on you.  And our front door staff has been trained so well that they do it in such a way that individuals don't take offense to it  And go and wipe down and get rid of that scent.  So it's a scent-free thing.  
	And then we use greeters at our desks.  Now, many people might say, well, we don't have the funds for a reception desk.  Or the informational referral or whatever.  
	Most of our greeters at our front desk are volunteers who are trained at different levels.  And they are sitting at that desk or interns sitting at that desk greeting.  But they are trained to invite people in and take the time and walk them to the different locations and not just point them down the hallway you can go.  
	But to really make the people feel welcome.  And even conversate.  So that whole, again, training of the staff.  Like I said, often staffed with volunteers or interns for that front desk has been really helpful for us.  
	Slide 18, please.  
	So when we're talking about creating an atmosphere and we can go into all of these kind of details, showing diversity alone doesn't drive the inclusion.  But it's also looking at how you take that diversity and including the individuals that get a seat at the table kind of situation.  
	So some of the learning experiences that we have, we set programs set for different groups to learn such as Tech Tuesdays.  We have Tech Tuesdays for everybody  Everybody comes and learns about whatever technology happens to be going on or assistive technology.  It may be your phone.  It may be your computer.  It may be the UbiDuo.  Whatever it might be.  
	But then we were able to identify that some -- that there was a greater population that was having some issues with some of their technology.  So we created that -- another such class, Tech Wednesday, that focused more on the deaf population.  
	So the overall learning to know that identifying through your different methods, pre and post survey, what individuals are asking for.  And being able to adapt that.  
	So you may have to -- you may have a class that is Tech Tuesday like this and then another one Tech Wednesday that focuses on a specific group.  We also have tech classes for the young adults because their needs are a little bit different than the needs of somebody in the aging population.  
	And then providing materials in different format.  Having it prepared and ready to go.  
	I cannot remember the name.  I meant to write that down.  But we recently purchased something that you can do on your phone that codes down to Braille, if you're interested in that.  I'm sure I can find that.  Just email me.  
	We use the Zoom technology, that allows for captioning.  This wonderful setup that you're looking at right now.  We use that at all of our classes, all of our classes individuals can zoom in and watch any of the classes that's going on.  
	So we have Tech Tuesday.  People can call into the number and actually participate from afar.  Metro-Atlanta, you know, four and a half, five hours away because of the driving.  I lived in Wyoming.  And four and a half hours away was a lot of miles.  Four and a half hours away for Atlanta is not that many miles.  But it's because of the traffic.  So that's whether or not you're in a Metro-Atlanta area or rural area or in an urban area, things like Zoom technology does reach out to your consumer base that cannot make it because everyone has that problem with transportation.  It's a catchall thing for people with disabilities is transportation.  
	So the Zoom technology allows for individuals to participate, to feel included, to be part of the organization, part of the programming here at disABILITY LINK but participating either by the phone or by the computer.  Or by your iPhone or Android to also be able to see the video.  So it really helps.  
	And like Lee, we mandate use of microphone at all events.  I always said one part of the thing that we talk about when we're training staff or anybody in the community is what's good for one is probably good for the community as a whole.  And part of the thing that I do when I do do presentations is I'll often pull my microphone away in a big setting and start talking and automatically people are like, I can't hear you.  I can't hear you.  And I'll pull the microphone and I'll say, welcome to my world.  
	And that's because such simple things such as a microphone that is easy to purchase doesn't have to be a lot.  We actually got a karaoke machine kind of thing.  We got several different microphones.  It cost us less than $100 for both of our rooms  And it works just fine.  
	Would I like a more expensive one?  Yeah, if I ever get the funding for that, that would be great.  But we're not talking about a whole lot of money.  We're not talking about thousands of dollars to make your room accessible.  Zoom technology is something that's inexpensive.  You know, you can make it more expensive.  You can go to the business format and all of this stuff.  But it's like $24 for each room for us.  And we purchase our own camera and speakers and use our big screen TV.  And it works great.  
	And then also engagement with the consumers and staff, Board and community.  So I talked a little bit about diversity without inclusion is a story of missed opportunities.  And so again, the same concept taking the staff with that is also doing that with the consumers, the Board, and the community.  Asking what their interests are.  We have several Board Members that lead every single week different classes.  Our peer support classes.  The hearing voices network is led by a Board Member.  Originally was a volunteer but then became a Board Member.  Our Respect Institute is led by another Board Member.  We have consumers that lead the non-denominational groups and the women's support violence groups.  That's what peer support is all about is developing those groups or developing and utilizing those skills.  
	Slide 19.  Please  
	>> LEE SCHULZ: Well, I think Kim did a wonderful job of covering this topic so I just want to highlight a couple of things.  All program materials should be provided in multiple languages that represent the local population.  
	Whenever possible, employ staff who are literate in multiple languages, especially in the reception area, since that's the first contact consumers have, customers have, with your center.  
	And then I would suggest that all centers contract with ATT LanguageLine or a comparable instantaneous language interpreter resource.  Over the years we've had probably 10 or 15 different or more folks come in of languages that we don't have the expertise to interpret.  And ATT LanguageLine we use to connect immediately.  And if nothing else, set up an appointment in the future where we can find an interpreter that's needed.  Or conduct business through the LanguageLine.  Again, I've always found that cost effective and not very expensive.  And very welcoming to all populations.  
	Slide 20.  And Kim, you're back.  
	>> KIM GIBSON:  I somewhere lost my thing.  
	So on Slide 20.  Using visuals to convey the messages  Like Lee said, with the equipment materials, again we utilize the different posters, the different wording.  Different signage to convey our different messages  
	We use different communication devices.  We right away at the front desk have the UbiDuo communication software, which is for those individuals that's not aware of it, it's for the deaf population for the hearing to communicate with the deaf population through typing, which is two screens placed together and each side have a keyboard and you type messages back and forth.  
	The only thing that I regret that we did not get and we are planning on getting eventually because UbiDuo is a little spendy is the ability for the speech part of it.  So I recommend spending that extra $1,000 if you have it that allows for somebody that is blind to be able to communicate with somebody that's deaf by using the SpeechWare.  
	We also use ondemand interpreters for sign language, which has been really cool  You can use it on your computer.  Staff has access to it  You can assign it where staff have their individual sign-in so you know which staff is working with which consumer kind of thing.  And if you are able to bill for a fee-for-service for whatever reason, like perhaps you're doing something for your local voc rehab and are able to bill for it, then you have record of that.  But it's ondemand.  And individuals can pull it up.  It charges I think 5 cents or -- you have to at least -- it will bill you for at least five minutes of it.  Or you can set schedules like if you're working with a deaf consumer that does do sign language that you do -- you can set up that time  
	One instance we used it.  And an individual was not quite getting that same sign language experience.  And ASL experience.  And they said, wait a minute.  Let's change interpreters and perhaps this one works better.  And he did work better with it.  
	One important key point to point out, though, is we train our staff to don't assume what the individual's communication style is.  Try to ask  A lot of people assume, well, they are deaf so it's ASL.  And that's not true.  They may have been deaf later in life and never did learn ASL.  
	So really being mindful of that.  
	And then that UbiDuo again is kept at our front desk for anybody to sign out and use.  We have signage so that individuals know about it.  And we also use a different -- the LanguageLine like Lee discussed, too.  
	I think that's about all of that.  So Slide 21, please.  
	>> STAN HOLBROOK:  Okay.  Thank you for that rich presentation, Lee and Kim.  
	We come to our first Q&A session.  I want to remind you to -- there's a Q&A tab you can click on and present your question.  Right now we have three in the queue.  And I ask Lee and Kim to answer as you feel equipped to answer.  
	The first question is, when factoring in additional costs in the budget to support diversity, how did you get buy-in from your Board of Directors?  And the other question was, was it easy?  Who would like to tackle that?  
	>> KIM GIBSON:  I guess I'll start a little bit and then I'll let Lee jump in.  
	It was fairly easy because for me because we started off with a Strategic Plan.  We haven't had a Strategic Plan right away when I came on board.  So part of it was really educating the Board on what we're here for.  And also developing a Board training that really assisted with understanding that.  
	I think that when you do have a Board that's invested and they are feeling, again, part of the solution and part of being included in, it was an easier buy-in than if you go in saying, this is what we're going to do.  And they are not part of it.
	>> STAN HOLBROOK:  Lee.
	>> LEE SCHULZ: Yeah I would add to that I think by nature of the center -- by the nature of the center working with all disabilities and all ages, you already have kind of a foundation that you need to be accessible to everybody.  And so attending to different languages, different cultural groups and so forth I think is almost automatic.  And I think having a Board that's majority of persons with disabilities, that's an easier sell.  
	In terms of funding, because of Federal funding and in our case state funding require us to be fully accessible, that's an argument to work it into your budget, that it's a requirement.  And it's the right thing to do on top of that.  
	So that has never really been an issue for me.  I'm sure it is some places.  
	>> STAN HOLBROOK:  Thank you very much for your responses.  
	Next question, scent-free environments are always a great policy.  But what do you do for people who are sensitive to the smell of toothpaste, shampoos, soaps, smoke, or basic hygiene products?  We are a scent-free environment, too.  But at what level do you go to?  Everything happens a scent.  
	>> LEE SCHULZ: Well, I'll take a first shot at that since Kim took the last one, God, I don't know that there's an easy answer to that.  I think that as Kim was talking about, by educating staff how to approach somebody with a scent or a smell that's obtrusive to others is a good thing to do.  
	But it is difficult.  You have people coming in that aren't familiar with the center and you don't want to turn them away because of that.  So you just really need to educate as best you can.  In terms of body odor, that's, again, a really tough one, very sensitive.  I would say to some extent it's some trial by error, working with your customers and how to meet that issue.  
	Kim, your turn?  
	>> KIM GIBSON:  Well, there are actually things out there that have no scent as far as deodorants and stuff like that.  But like you said, a lot of shampoos and stuff.  What we train our front desk staff is to say oh, I do smell it.  I smell the scent.  And we have some wipes right at the front.  We say, hey, you know -- and they are trained.  Hey, there's a perfumy smell.  And kind of educating the person.  And we have not had anybody get offended.  I think it's because of the way that you train your staff not to be like a stickler like you got to go right now in there but to gently talk about it and conversate about it and say, hey, you know before you go back in, we have individuals that are sensitive.  And so we just -- would you mind going in and wiping that off?  
	And even body odor.  And let me tell you what, sometimes it's your staff who smoke cigarettes or whatever and you say, you know, I know you don't smell the cigarettes but we do and I do.  I can't even go into your office because my asthma acts up.  So what can you do to be part of the solution and not part of the problem?  
	So yeah, you just have to address it the best way you can.  
	>> STAN HOLBROOK:  next question the messages you mentioned by greeting consumers like Black Lives Matter  
	Have you experienced any concerns from consumers about the messages or about that message or any other one and if so how did you handle it, how did staff handle it.
	>> LEE SCHULZ: I guess I can honestly say I've never really encountered that.  Probably the closest thing was for staff on their own time being involved in some political activities that that somebody from the general public found offensive and felt that that reflected on the center.  And again to some extent what people do on their own time is really personal.  So yeah, other than that, I have not really encountered that issue.  
	>> KIM GIBSON:  I'm going to be about the same as Lee.  I think when you create kind of an atmosphere that everybody is -- it's an inclusive environment so you're not -- it's not just one area.  
	One thing that I can say is that you do have to train your staff or make sure that they are aware.  I know that one individual, I said, it's okay that you have freedom of experience for your religion and you like to read your Bible.  But you don't want to create barriers at the same time  For that to make one person feel like to be able to speak to you, they have to believe in the Bible.  So even the staff office environment and stuff has to create that inclusive environment.  So that's the only time that I've ever ran into it is where it was a specific staff office who felt that way because a person had their Bible out all the time.  
	And so really taking a look at even your staff to say, you know, little simple messages send a whole lot of things.  
	And I did notice, I wanted to touch back on Darrell who talked about how sometimes meeting people in their home may be necessary or in the community if you can't meet all of the chemical issues there.
	>> STAN HOLBROOK:  Okay.  Thank you.  Thank you very much.  And we're trying to track down some links for folks that are interested about the chemical sensitivity.  And if we get them at the end of this call, we'll post them for you or we'll post them with the rest of the materials after the webinar  
	I would like to turn this over to I believe it's Lee to move forward.  Slide 22.
	>> LEE SCHULZ: Yes, I just want to cover some special considerations for your center.  
	Clearly our center was located in a large metropolitan area.  Every center has unique populations and cultures, whether it's rural or urban.  You need to fully assess your area via research using census numbers and surveys to see what populations and groups you kind of identify and that you can target.  
	I would strongly suggest considering sponsoring and publicizing cultural and ethnic celebrations.  Encourage staff and Board and customers to attend on your sponsorships.  Join the Spanish, African American and other possible Chamber of Commerce associations.  You get information from them.  You can share information about your programs with them and your activities with them.  
	And maintain a resource area in the reception area for materials from other organizations representing the various ethnic organizations in your community.  
	Slide 23, please.
	>> KIM GIBSON:  All right.  So special considerations for us were are we representing the groups that are in our service area?  Promoting the diversity and inclusion in the groups in our area, this really kind of takes me back to one peer support group that I did.  And when we're talking about the diversity and the inclusion, the individual, the CIL director, said, oh, we meet it because we're serving a great Hispanic population.  And so we took a look at different populations.  And their specific area.  And yes, they serve a great Hispanic population  And according to their 704 they were at like 96.  However, 96%  However, when you really broke down to the area that they were serving, the Hispanic population was only 55% and all of these other groups that they were missing.  
	And so that's kind of us, too.  We take regular assessments and take a look at that and do some comparisons.  Pull up the stats on different areas.  And making sure that we're meeting those areas.  And if not, what can we do better or do things a different way.  
	And doing pre and post surveys.  Asking individuals, those pre and post surveys are very simple that we have.  And we have it set up where you can do it on computer.  We have a little computer lab.  And -- that people can do it.  And we also have them online on our web page where people can do the feedback forms.  
	And then of course following up with the outcome surveys.  And then listening to the staff and the consumers.  
	If individuals have an idea, really taking that.  Don't stop where the outcome surveys or those feedback forms just hit a pile but you're really looking through it with your management and then talking to the staff.  
	We have workshop sheet proposals for staff or consumers that can fill out something proposing a workshop that they would like to do or whatever it might be.  
	And being proactive rather than reactive.  So you know a lot of times people might think, this isn't -- like I talked about, this really isn't a diverse area  This isn't a big area to reach out to.  And your Board is not seeing that it's really a diverse area.  So, you know, we shouldn't reach out to that.  
	And that's where those stats are really important to really take a look at not only the census, the Government census, but other stats that are out there to really capture that.  Whether it's Veterans.  Or whether it's by the race or whatever it might be, religion.  But really taking a look at that.  Somebody might say, well, we don't have a diverse group because 96% is Caucasian.  But there's all kinds of diversity along Caucasian.  It doesn't mean just the race.  It's the religions.  It's everything like that.  
	Proactive rather than reactive.  We have a consumer picnic party here.  And you can bring a diverse group of people to the center and still not create that inclusion.  So we take special -- pay special attention to that.  We know that different groups, there are quite different groups that don't eat pork so we just eliminate that we just do beef and then we have vegetarian so we do veggies and we have a mix of salads and some kosher food so individuals that come in from diverse populations are included in the thought processes of what we have going on here.  
	And then adjusting to what works and making the changes.  Sometimes what -- you try something and it doesn't work.  And so maybe you need to try it a different way.  
	So being open minded with that.  And just because it may have worked yesterday, it may have worked a year ago, does not necessarily mean that it's going to work today.  Because people change.  Times change.  My hair looks a lot different than it did when I was in high school.  So should your center  Your center shouldn't look the same as it did 20 years ago.  Because times have changed.  Things have changed.  Technology has changed.  And hair styles have changed.  Next slide, 24, please  
	>> LEE SCHULZ: To follow up on that it really fits in is community engagement.  We had over -- staff participated in over 40 plus boards, committees and special events to ensure that disability issues were always included in all aspects of our community.  And when decisions are being made, whether it was transportation or housing, we had representation.  And you need to do that.  
	I think, also, encouraging staff and your Board Members to participate and support civil rights activities and legislation is really important.  We all know that the ADA was important.  The ADA has been attacked.  It's civil rights legislation and there's other legislation that ties to that regarding housing, medical care and wherever staff and Board can have a voice is really important for the center.  
	So we encourage staff to participate in events such as a march held concerning illegal immigration and deportation.  Staff are very involved in open housing legislation and enforcement.  And I would say just in general where staff can be involved in other nonprofit organizations, for-profit companies.  Any legislative activity, it's just really important to be engaged not only from a disability but from a cultural standpoint.  
	Next slide, please.  
	Your facilities and resources should be open to community groups and associations.  Our center had quarterly meetings of the Mental Health Association, lupus and spinal cord injury peer groups, people first and routinely sponsor candidate forums prior to each election  Both local, state and I guess I guess yeah we have also had national candidate forums but mainly local and state.  
	To maintain subscriptions to cultural papers and have them in the waiting areas.  
	Next slide, please.  26.  
	>> KIM GIBSON:  Okay.  Like Lee talked about with community engagement, he did a great job  When you're talking about inclusion with the staff, the Board, the consumers is participating in the community and being part of the different communities.  For instance, we actually -- which you wouldn't think that somebody with disability rights would be the leaders on Martin Luther King Parade.  But disABILITY LINK was one of the main people that got that parade started.  And so we participate in that.  And the Pride Parade.  
	And collaborations with different groups, the Black Lives Matter group.  The NAACP.  The Latino groups, the Korean, Muslim, Jewish.  All those different type of groups.  LGBTQIAP++.  Disability groups  
	We even had a fundraiser held by -- oh, geez, a group that -- the transgender group that did a car wash and that whole thing.  
	So reaching out to the community to meet the needs of the rural populations.  And again, when you think Metro-Atlanta and you think what's rural, how can Atlanta understand my issues that I have as far as rural population.  
	I was from a center from a rural population and so much of the same factors were trying to reach the consumers.  What would seem like rural in Wyoming is totally different than what Atlanta considers rural.  But the same problems exist with transportation and with accessible housing and Internet connections and all of that kind of thing.  
	So there's things that we use out in the community, outreach and participation, using the health fairs, which is similar or exactly the same as when I was at a rural Center for Independent Living.  Using support groups, using vocational rehabilitation.  Senior centers, churches, international days.  All of those kind of things.  And then use a partnership for meeting spaces.  
	We use libraries, bookstores, developing those network links so that you can meet the consumer and the community where it's easiest for them.  To create that inclusion.  
	Slide 27, please.  
	I already kind of talked about using the Zoom technology.  That can be accessed on any phone or computer.  It can have video.  But it doesn't necessarily have to have video.  Helping consumers get a webcam is fairly inexpensive to do so that they can feel included not only just on the phone but also in person visually.  
	Used for all -- use for all classes.  And when we use it we actually have a little note on the bottom that says that these classes are being -- the Zoom technologies are being used and recording and we state that at the beginning of all classes for individuals to know.  They can kind of move out of the way of the video if they don't want to be seen.  And that's especially important for different groups that -- to feel like they are still in a safe spot.  If they don't want to be seen.  
	We also make sure that even like the youth groups using Zoom technology, we make a statement, hey, if you're a parent, this is about youth.  So it would be good if you clicked off and let your youth participate.  And we bring that to attention.  
	But it does allow for individuals to participate and feel part of the group and then one thing I love about the Zoom which we're using is the ability to have the captioning ability with it.  
	Next slide, 28, please.  
	And then we use other technology, the use of the access interpreting that I was talking about where it's ondemand and it allows for ondemand interpreting as well as scheduled interpreting.  And it's not that great of a price.  Not that I'm trying to knock out the business of local interpreters or in-person interpreters, which are often better than ondemand, we have found that it's worked out very well for our consumers in the feedback.  But we don't have to pay the travel costs.  And we don't have to wait for that consumer to have to come back when -- and meet their needs right away.  
	Now, we do have some staff that do -- can sign on here.  But this way any staff member can assist at any time.  They don't have to say, wait a minute, let me go find that person and see.  Now, if they are available, great.  But if they are not, then they don't have to wait.  
	All staff are trained on it and it can be accessed on the computer, iPhone, iPad, whatever it is.  
	We use the LanguageLine for a variety of languages.  I talked about the little Brailler.  I can't remember the name of what that's called.  But you can transfer it from your phone.  And it will print and do Braille on the phone.  
	And then we use use of peer supporters.  
	So we have -- actually we're one of the only centers that has the mental health peer support group.  And we did a project here in Georgia.  And what that led to is now we can certify peer supporters across disabilities.  
	So we provide those classes and train our peer support, train our consumers, our volunteers, or individuals on being a peer supporter.  And then we utilize those peer supporters for the different technology needs.  
	Slide 29, please.  
	And then now I said this one time where it's -- our natural selection at this point with hiring a staff reflective of the community.  But I have to step back and remember how did it really come out to be that way, to make sure that we're reflective of the population.  
	So when you're hiring staff, you may not have the traditional outreach that you're doing.  You're going to go into the different communities and let individuals know or let those communities know that we're hiring individuals with disabilities that may be of different groups or whatever.  And really putting it out there, you know, that we're trying to be reflective of the community.  And so now we're at the point that when we advertise, we advertise in such a different capacity all around the state or whatever that all different people apply.  So you have to be conscious of where you're going to be hiring from.  If you're hiring and you're putting it on the job board, does your population really just look at the job board?  Are you looking at the colleges, are you looking at Jewish communities?  Are you looking at the Catholic communities?  Are you looking at LGBTQIAP communities?  What are you doing when you're doing that?  
	And then doing a community assessment.  You don't have to go into this big long format of the community assessment.  But you should take a look and say is the community you're dealing with, what are you doing, what where they are.  
	And recruitment of Board reflective of the community.  Now, one thing that really, really has helped with that is having staff reach out to Board Members or just being involved yourself, your staff involved in the different community organizations to bring that.  It does require changing some policies to reflect diversity.  Taking a look at your policies and saying, is it all inclusive or are we just targeting one certain area?  Then supporting staff and Board through training.  One thing that we have done for our different staff so that the Board is we're so keen we provide training for staff at staff meetings or quarterly meetings or whatever.  But what we have done is we have started a training on Fridays for one hour between 11 and 12.  And we use the Zoom technology and Board can call in and staff presents on the different programs that's going on here at disABILITY LINK so the Board knows, the staff knows, and they are feeling part of that system.  So that's where way back when we were talking about how do you get the Board involved or buy-in when you're starting to include the Board in understanding why we're doing the services, they are not just showing up for quarterly meetings but they are listening to the different groups.  So the staff present areas of topics in their programs we have.  Everybody is an independent living specialist here but they may have a specific targeted area they work with primarily.  Everybody works with everybody no matter what but there may be a targeted area.  So we have a computer lab and technology specialist that works with individuals working with computer labs.  And we have social media 
And then we have a volunteer coordinator which by the way, if anything else, you should have that staff member there because they really are key to helping build up your staff I say I have a staff of 30, 15 of them are volunteers are interns.  So that's really helpful for that.  
	And that peer support class that I talked about that we have is a requirement for all new employees.  It allows the curriculum and addresses the issues of diversity and peer support.  And it gives that specific training right off the bat.  
	And then one really good point is the Board training is required before they are even being considered to be on the Board.  
	So the process of someone applying for the Board they don't just apply or they don't just show up at the Annual Meeting and get nominated.  If they have not attended our Board training they can't even be considered.  And that has really helped the understanding of what -- first of all, what a Center for Independent Living is about and also creating that diversity and inclusion within the center itself and providing that training.  Then the peer support is also encouraged for Board Members to go through too so they receive that then they receive on a quarterly basis Board training I can't remember the name right offhand now we're on the Board, now what?  What's next?  So those little topics.  You can't cover a training in a Board Meeting in 15 minutes so providing the support for those individuals.  
	Slide 30, please.  
	So I talk about the cultural diversity training provided in our peer support trainings.  We provide in our staff meetings we try to hit different topics of the cultural diversity.  And just lead by example  Doing different workshop presentations.  When -- we're out in the community at the schools and the different fairs, making sure we're providing the outreach to the different communities.  Clarkson was named one -- was named one of the -- was named the most diverse city in the United States which is in our service area and for us not to even be part of them would have been a disservice to the consumers that we serve.  
	So outreach into the communities and creating those partnerships.  
	And then creating the partnership and passion from the staff.  If the staff are passionate about what they are doing, that's half the battle.  So empowering your staff to come and bring those ideas and actually do it but having them really think about it.  And that's where we have those workshop proposal sheets that they have to complete so it's not like oh by the way this would be a great thing to do but I have not put anything behind it to decide how to even get there to do it.  
	So empowering the staff to bring forth the ideas.  Not only the staff but the consumers and your Board.  
	Page 31, please, Slide 31.  
	And then I say creating a culture within a culture.  So we have the disability culture.  But again, we often forget that in order to attract diverse talent we also have to include individuals and encourage the participation then taking an inventory of where you are and where you want to be.  I know people hate the word Strategic Plan.  But it really is important to take a look at a Strategic Plan.  
	Now, for me we negotiated -- we went out and got somebody to come in and do it because sometimes it takes that neutral party to help you really problem solve.  
	Now, use your negotiation skills and get them to do pro bono or close to it like we did.  And there are so many people out there willing to help if you ask.  
	Then we looked at our annual reports and compared it to our population, which I talked about before.  And again, encouraging staff to bring forth ideas and address individual needs and goals they are passionate about.  Whether it's mental health or whatever it might be.  
	And then commitment, it takes a commitment to support consumers from unique perspectives.  Sometimes it is difficult to -- or you think to yourself, is this a program that we really want?  And are we going to step on somebody's toes?  Well, people with disabilities have stepped on peoples' toes for a long time.  So what's the difference?  You know, don't be afraid.  Take a commitment to support the consumers from the different ones.  
	And collaborate and use your peer supporters to reach out to the different groups.  I don't know about you but we have so much money which means we don't have a whole lot of staff so we have to use our peer supporters and volunteers to reach out to those groups.  But you have to train them so that they are competent in sending out the message and bringing it back to you.  
	Slide 32, please.
	>> LEE SCHULZ: Again I think Kim did a really good job in covering things to support the staff and the Board one of the points she brought up is the volunteer coordinator and I couldn't agree more.  By have been somebody who is paid or working in your center as a volunteer coordinator, you have the opportunity to include people of various disabilities to volunteer, various ethnic groups to volunteer.  And it's also a way to I think educate and encourage staff to see the differences in different people, in different disabilities, different ethnic, different group values.  By having volunteers there helping them facilitate the mission of the center, I think gets a buy-in from the staff.  
	So one of the things we also did was let staff at our monthly meetings present on their unique culture and ethnicity  And that covered probably 10 or 15 different groups over a time.  
	Kim talked about looking at and recruiting various Board Members of different ethnic groups and I think sometimes it's difficult, I found that there are certain groups who you target individuals who are really wanted by everybody and it's hard to get them to buy in and join your cause.  But again the more you can do, the more you can work with different groups, get to know people and word of mouth is a way to bring in different groups to your cause and to your Board.  That's all I have.  
	>> STAN HOLBROOK:  That brings us to our final questions and discussion period.  Thank you, both, for those great presentations  If anyone is interested in the chemical sensitivity PowerPoint, we have that available.  You can drop us a note here in the Q&A or chat and I'll forward that PowerPoint from Darrell Jones to you.  
	So we have three questions up so far  And the first question is how do you promote diversity and inclusion if you're in the area that is fairly non-diverse.  How do you work with people to be more inclusive and open when they are not exposed to diversity on a daily basis?  
	Any one of you?  
	>> LEE SCHULZ: I think you just plug away.  First of all, I think as Kim was talking, I have lived in four different states, both rural and urban environment.  And I've seen diversity in all of those areas.  
	And so I think it exists.  You might have to look for it.  In terms of educating the population I think the more information that you can get to people hopefully you can exchange values.  Some of the things Kim was talking about by supporting groups for their causes, Black Lives Matter, LGBTQ.  By doing that I think gradually you're -- hopefully you'll get information to people that will change their values.  
	>> STAN HOLBROOK:  Okay.  Another question I have, we want to participate in community meetings and Board positions for other community organizations.  
	However, we are spread thin already  What suggestions do you have for a small center with limited staffing?  
	>> KIM GIBSON:  I'll take a little bit of a stab at this  
	I encourage my staff that everything is not about work.  What's your involvement in the community yourself?  What table are you seated at yourself?  
	And so it's -- there's things that I'm involved with that's outside of work that does relate to work.  But I want to be personally invested in that.  If it's during the work hours and stuff like that, you have to take a look at what the value of that is to participate.  
	That's the easiest simple way to answer.  
	>> STAN HOLBROOK:  Lee, do you have a comment?  
	>> LEE SCHULZ: Yeah, well, I fortunately have a large staff.  So people were able to not get overtaxed.  But again, I think that including the Board in that and as I talked about earlier is working collaboratively with other organizations.  I think that that in itself kind of spreads your influence.  Whether or not you have somebody on their Board.  But if you're working with them on collaborative projects, that will help influence good decisions hopefully.  
	>> STAN HOLBROOK:  Okay.  Thank you.  Next question, if there's a staff member working exclusively with one program but you feel like he or she is interested and would be beneficial to help with another program, as a manager, how do you propose this individual helps with the program without stepping on another person's toes?  
	>> LEE SCHULZ: Well, first thing I guess I would look at is that what's funding that position?  I mean, if it's 100% funded to work on this project, that person might not have time to work on -- with somebody else.  
	If that isn't the case or funding can be moved around so that there's more flexibility, then I think it's just sitting down with the person and trying to point out their strengths and their skills and how that will benefit somebody else and how in the long run it will benefit the consumers of the organization.  And hopefully you'll get buy-in that way.  
	But again, it's sort of a trial by error I would guess.  
	Kim, do you have anything to add to that?  
	>> KIM GIBSON:  Sure, we try to do open communication at the different staff meetings and collaboration and doing teamwork so that when there is somebody, it's easier to identify or individuals volunteer up themselves, often I think that works better than going -- now, if there's a specific one, as a manager, you have to make that decision that you pull them together and say, you know I think that perhaps there's some benefits from both of you.  And I realize this may be but this may be.  Somebody may be able to support you a little bit  
	>> STAN HOLBROOK:  Okay, thank you very much.  And I want to thank you both for -- thank you both for sharing with us and providing us with such a rich conversation.  Slide 34, please.  
	And I want to thank everybody that's participated today.  And I wanted to make you aware of the upcoming Disability, Diversity and Intersectionality events.  
	Our next event will be at the APRIL conference actually.  We'll be doing a preconference DDI workshop on October 5th, 2018 from 9 a.m. to 4:15 p.m.  And that conference is in Denver, Colorado.  And then I want you to look forward to our data mining and community mapping webinar.  That's scheduled for January 16th, 2019.  
	I would like to send -- next slide, please.  
	And I would like to turn it over to Carol can a.  
	>> CAROL EUBANKS:  All right.  Well thank you.  Well, I do think we might have maybe one more question, Stan.  Let's see  I saw one over here in the chat.  I think we have enough time for one more.  Let's see non-managerial staff have no connection to the Board so how can I bring this to my manager's Executive Director to help them get our Board involved?  
	>> STAN HOLBROOK:  Anybody want to tackle that?  
	>> LEE SCHULZ: I guess I would say -- one of the things we offered for years was a cubical at the center with a phone and a desk where Board Members could come in and be at the center, either volunteering or doing work there.  I think it makes sense to get managers to try to have connections to the Board.  There's also a downside to that that Board Members have to be alert to not listening to gossip and complaints that don't go through the Chain of Command.  
	But I think it's beneficial to have that connection for the Board to really feel empowered and part of the organization  
	>> KIM GIBSON:  I'm just going to say the question, you know, go talk to your supervisor/manager about you know this is what you're seeing and maybe they are not seeing it in a different light and just having that conversation to bring some awareness to the manager or the Executive Director.  I don't know how your talk goes if you go to your supervisor first so that's where you might make the suggestion.  And as a CIL employee, you know, you can certainly say, you know, provide -- take time and provide things that's worked.  Like for us, what's worked is providing a Board training.  So the Board feels involved.  
	And so making sure that when you're talking to your supervisor or your manager that you have some facts back with you as to what solutions or what ideas you have to bring forward.  Not just a statement  
	>> STAN HOLBROOK:  I would like to add, also, that there's a very thin line.  And just to follow up on Lee's point, the role of the Board and the role of staff.  And while I think it's a great idea to have that connection, that connectiveness and a whom experience for the Board, I do believe there's a line that needs to be drawn when it comes to operations.  You know, the Board is a governance body.  And there's an operations stage going on.  So as long as that line is understood, I think it's great.  And I would follow Kim's suggestion.  You know, have something of value to go to your Executive Director to make this connection work  
	>> CAROL EUBANKS:  And Kim, one more thing real quick because we're almost out of time, are you willing to share your peer support curriculum with folks, if they are interested?  
(Chuckles).
	>> KIM GIBSON:  Okay.  So that's a whole different story for us.  We actually do the peer support training as a fee-for-service to Centers for Independent Living.  And we do a three-day training.  We come onsite.  And if you email me that you're interested, you have my email, I can have that person send out  
	We do negotiate for centers that can't quite afford it.  But it serves to about 20 people.  We try to limit the class to about 20 people.  And then you get that basic thing that you can utilize  
	>> CAROL EUBANKS:  All right.  Well thank you so much.  And I think we can start wrapping this up now so directly following the webinar, you will see an evaluation survey to complete on your screen.  We do take your feedback seriously, so please complete that and I think that's it, guys.  So thank you so much for joining today.  Bye, everybody.  

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This is being provided in a rough-draft format.  Communication Access Realtime Translation (CART) is provided in order to facilitate communication accessibility and may not be a totally verbatim record of the proceedings.  
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