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Diversity, Equity, Inclusion and Cultural Humility: Training Our Educators

The symposium features four proposed training sessions on multiple diversity related topics. These topics address ways that future nutrition and dietetics professionals can be represented in the field and advocate for a better understanding of diverse patient populations.

Member Price $24.00

Nonmember Price $54.00

DPG/MIG Price $0.00


This product is free for NEHP DPG members.

This webinar was presented live on February 22, 2024.

Sponsored by: Academy of Nutrition and Dietetics Diversity Grant

CPE Level: 2
CPEU: 4.0 (valid until February 22, 2027)

Session 1: Affirming Nutrition Care for LGBTQ+ Folx

This presentation will focus on how nutrition care clinicians can provide appropriate and affirming nutrition care for LGBTQIA+ clients. This marginalized community often faces nutrition related concerns specific to their identities, necessitating informed care to avoid unintentional undue harm. The webinar will cover topics including the basics of sex and gender, appropriate language and terms, calculating weight and nutritional needs for this population, gender affirming care, and specific nutrition related risk factors for LGBTQIA+ folx such as food insecurity, eating disorders, and neurodivergence.

Performance Indicators:

  • 2.1.1 Assesses the communication needs of individuals, groups and populations to provide effective communication.
  • 8.1.1 Interprets and applies evidence-based literature and standards for determining nutritional needs of target audiences.
  • 10.2.12 Gathers information that affects intake and nutrition and health status (e.g., cultural, ethnic, religious, lifestyle influencers, psychosocial, and social determinants of health).

Learning Objectives

  • Name at least 3 ways HRT can impact nutritional status.
  • Calculate appropriate weight and nutritional needs for trans and gender non-conforming patients both on and off HRT.
  • Describe how how eating disorders and neurodivergence impact LGBTQIA+ patients’ nutritional status.


Quinn Haisley MS,RD

Session 2: You Belong: working with students with invisible disabilities.

As educators we are oftentimes presented with letters of accommodations to make adjustments to our teaching for specific students who have disabilities. However, many individuals with invisible disabilities choose not to register with their school's disability office, yet struggle tremendously in the traditional classroom. This presentation will introduce principles of the Universal Design for Learning, which aims at creating educational activities for our learners taking into account the multiple types of learning styles and learning preferences that individual learners may have. The presentation will highlight learning challenges of neuro-diverse individuals, who oftentimes have invisible learning disabilities. The presentation will provide examples of strategies that educators can incorporate to create a more inclusive and accessible learning environment. The focus will be on the I and A of IDEA (Inclusion, Diversity, Equity and Access).

Performance Indicators:

  • 2.1.1. Assesses the communication needs of individuals, groups and populations to provide effective communication.
  • 2.1.2. Identifies and addresses barriers to effective communication.
  • 2.1.3. Tailors messages and communication methods to meet the needs of target audiences.

Learning Objectives

  • Describe one principle of Universal Design to consider when designing a learning activity.
  • State one strategy that facilitates the learning of students with non-evident disabilities.
  • Design one learning assignment that is accessible to diverse learners, including those with visible and invisible disabilities.


Aida Miles EdD, MMSc, RDN, LD, CSP

Session 3: Cultivating Motivation Through a Culturally Humble Lens

This presentation will take you from the foundations of healthy client-practitioner relationships, to the intricacies of what goes into holding an empowering space and embodying the spirit of motivational interviewing to build rapport and support clients through their behavior change journey using a culturally humble approach. Dr. Faraj-Ardura will go into detail on what cultural humility is, and the similarities between cultural humility and motivational interviewing, and what we as practitioners should and shouldn’t do to support clients from different walks of life. And last, but not least, we will review ways to cultivate intrinsic motivation for change.

Performance Indicators:

  • 1.1.2 pursues and embraces opportunities to advance practice.
  • 9.6.2 applies a variety of counseling theories, psychological methods and strategies that empower client/patients to make changes.
  • 9.6.8 Develops counseling or coaching goals in collaboration with clients.

Learning Objectives

  • Will differentiate between traditional counseling and a person-centered approach.
  • Identify the key skills needed to practice through a person-centered, culturally humble approach.
  • Feel more confident in their ability to navigate nutrition counseling sessions with individuals from different walks of life.


Joycelyn Faraj-Ardura PhD, MS, RDN, LDN

Session 4: Independence Through Adaptive Kitchen Tools

Consider these facts about disabilities in the United States: Up to 27% of adults have some type of disability with 12% mobility, 13% cognition, 7% independent living, 6% hearing, and 4% self-care. Adults with disabilities are more likely than adults without disabilities to have three nutrition-related chronic conditions — obesity (42% versus 30%), heart disease (10% versus 3%), and diabetes (16% versus 8%). Adults with disabilities vary by race/ethnicity with 30% American Indian/Alaska Native, 25% Black, 20% White, 17% Native Hawaiian/Pacific Islander, 17% Hispanic and 10% Asian. Median income is $12,510 less for adults with disabilities compared to adults without disabilities. People with disabilities are among groups with the highest rates of food insecurity. During the 2021-22 school year, 15% of public-school total enrollment received services due to disabilities. Disability culture was first recognized in mid-1990; however, disabilities are usually excluded from cultural competency training to help dietetic practitioners practice cultural humility. Disabilities are diverse; examples cancer, diabetes, post-traumatic stress disorder, HIV, cerebral palsy, blindness or vision impairment, deafness or hearing loss, autism spectrum, epilepsy, mobility, intellectual, major depressive disorder, traumatic brain injury, arthritis, chronic fatigue, learning, mental illness, Parkinsons, multiple sclerosis, muscular dystrophy, and many others not listed. Disabilities may impact how people with disabilities prepare and cook food, and eat and drink. There are many adapted kitchen tools, utensils, and equipment to increase independence of people with disabilities to prepare and cook food, and to eat and drink. The speaker will demonstrate a variety of adapted kitchen tools, utensils, and equipment and present them in slides as an essential component of the nutrition and dietetic practitioner’s arsenal of resources to provide culturally competent nutrition counseling for people with disabilities to improve their health and nutrition outcomes. Inclusive language for people with disabilities will be discussed, too.

Performance Indicators:

  • 1.7 Applies cultural competence and consideration for social determinants of health to show respect for individuals, groups and populations.
  • 1.8 Demonstrates sustainable practices that are socially responsible, efficient, effective and environmentally friendly.
  • 2.2 Demonstrates effective communication skills.

Learning Objectives

  • Explain how disability is culture and should be included in cultural competency training for nutrition and dietetics practitioners to help them practice cultural humility when interacting with people with disabilities.
  • Include adapted kitchen tools, utensils, and equipment when providing nutrition counseling for people with disabilities to increase their independence with preparing and cooking food, as well as eating and drinking.
  • Provide examples of inclusive language to use when interacting with students, colleagues, and/or patients/clients with disabilities.


Alicia Connor, MA, RDN, Chef

Release Date: February 22, 2024


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