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Tawara Goode

Image of Tawara Good

National Center for Cultural Competence & University Center for Excellence in Developmental Disabilities
Georgetown University Medical Center

Tawara Goode is an assistant professor in the Department of Pediatrics, Georgetown University Medical Center in Washington, D.C.  She has been on the faculty of the Georgetown University Center for Child and Human Development (GUCCHD) for the past 30 years and has served in many capacities.  She has degrees in early childhood, special education, and human development and more than 32 years of experience in the field.

Goode is Director of the National Center for Cultural Competence (NCCC) at GUCCHD.  The NCCC has been in existence for the past 15 years during which Goode was the director for 13 years. The mission of the NCCC is to increase the capacity of health care and mental health care programs to design, implement and evaluate culturally and linguistically competent service delivery systems to address growing diversity, persistent disparities, and to promote health and mental health equity. Goode has been actively involved in the development and implementation of programs and initiatives in the area of cultural and linguistic competency at local, national and international levels.  These efforts address the needs of diverse audiences including health care, mental health, social services, early childhood and special education, community/advocacy organizations, professional societies/organizations, and institution of higher education.  Goode has conducted research on cultural and linguistic competence and its role in addressing health care disparities and is currently involved in a collaborative effort to create validated instruments to measure cultural and linguistic competence in health care settings.

Goode is nationally recognized as a thought leader in the area of cultural and linguistic competency and had a primary role in:

·        creating four instruments and protocols to assess cultural and linguistic competency within organizations and for health providers, and a series of checklists for professionals in the health, mental health and education fields;

·        conceiving and serving as the lead author or co-author of a curricula enhancement module series for leadership education for health professionals focused on cultural and linguistic competency;

·        developing a professional development/in-service training series for personnel of the Health Resources and Services Administration, Department of Health & Human Services;

·        developing the Policy Brief Series that centers on organizational policy and structures to support cultural and linguistic competency as essential approaches in the goal to eliminate disparities in health and mental health care; and

·        building the National Center for Cultural Competence into a nationally and internationally recognized and award-winning program.

As Associate Director of the Georgetown University Center for Child and Human Development (GUCCHD), Goode is responsible for short-term and ongoing programs for individuals at risk for and with developmental and other disabilities and their families.  Goode's duties include program development, administration and teaching within the University and community settings. In this capacity, Goode provided leadership in a multi-year effort to assist the District of Columbia government to close two institutions for individuals with developmental disabilities and establish residences and services in community settings.  Goode assumes administrative responsibility for the University Center for Excellence in Developmental Disabilities Education, Research & Service at the GUCCHD, funded by the Administration on Developmental Disabilities, U.S. Department of Health and Human Services.

Goode has published articles, monographs, policy papers and curricula on such topics as policies and practices that support cultural and linguistic competence and its role in eliminating health care disparities, children and families who are homeless, community-based service delivery models and the inclusion of children with disabilities and their families in child care.