Skip to content

Consortium Action Networks

Explore the working groups of the PATH-PWIDD project.

The three Consortium Action Networks (CANs) form a national, cross-sector consortium of advocates, healthcare providers, community-based workers, health care workforce education leaders, policy experts, and academics. The CANs advise on the following areas for the PATH-PWIDD grant: 1) Education, Practice, and Policy, 2) Measurement, Evaluation, and Outcomes; and 3) Communication. 

CANs Principles and Framework

Explore how the work of the CANs supports the goals of the PATH-PWIDD project.

Framework for Collaboration

The PATH-PWIDD project is guided by the Collective Impact Model for social change, in which participants advance equity by learning together, aligning their work, and integrating their actions to achieve systems-level change. To learn more, watch a video created by the Collective Impact Forum.

Overarching Principles

The PATH–PWIDD interprofessional education (IPE) Learning Activities are designed for an interprofessional health care team. All programs, projects, and activities will be carried out in a manner consistent with the principles stated within the Developmental Disability Assistance and Bill of Rights Act (42 USC 15002. SEC. 102. DEFINITIONS) and the Americans with Disabilities Act (ADA 1990) which was significantly strengthened by the ADA Amendments Act of 2008.

Principles Specific to Interprofessional Education (IPE)

1. Recognize the varied roles and disciplinary expertise of each health care professional on the team.

2. Enhance the knowledge, skills, and competencies of all members of the health care team, including providers, to work with individuals with disabilities and other healthcare professionals.

3. Integrate into educational programs and professional development opportunities for all health care professionals (faculty, staff and students) that are part of the university/ college health education programs and/or services.

4. Co-design interdisciplinary research activities with students to address the needs of people with IDD.

5. Underscore the importance of the interprofessional health care team in IDD care.

6. Implement a well-defined process of a formative and summative evaluation of the learning activities.

7. Include ethical and legal standards and frameworks for practice.

8. Demonstrate evidence-based practices and current evidence.

9. Engage input from PWIDD and their families/care providers as equal partners.

10. Engage members of the community, including professionals, people with disabilities, and their family members, in the development and evaluation of the training programs for healthcare students and professionals.

11. Integrate principles of universal design, universal design Instruction, and universal design for learning.

12. Recognize and value cultural diversity (cultural humility).

This document is subject to change based on additional feedback from CAN members. The final version will be discussed and approved by the steering committee. The document will be used and adapted throughout the project and beyond.