Adolescents and young adults

Products

Valuing Lives: Wolf Wolfensberger and the Principle of Normalization (2016)

A film documenting the social paradigm shift triggered by Wolf Wolfensberger, a professor and change agent who, in the early 1970s, popularized and expanded the principle of normalization of people with disabilities into a framework for community inclusion. People are often judged according to how they conform to commonly-held beliefs of what is normal - normal appearance, behavior, ability. And those deemed "abnormal" can be considered undeserving of common respect, dignity, and even basic rights. For many with intellectual and developmental disabilities, this has meant segregation, isolation, and exclusion, with little or no opportunity to access the good things in life. Through archival images and footage, and dozens of interviews, *Valuing Lives* explores the principle of normalization, an idea originating in Scandinavia that challenged fundamental assumptions about people with intellectual disabilities, and the iconoclastic professor whose writings and intense workshops trained thousands of human services professionals in the theory and practice of this idea. This brought about a sea change in thinking at a time when it was considered normal to warehouse nearly 200,000 Americans with intellectual disabilities in large institutions. Wolfensberger helped change the conversation from institutional reform to rethinking society's assumptions of disability and the role of human services. There are still institutions for people with intellectual disabilities, and some voices are calling for new, segregated communities where, it is believed, they will be safer "with their own kind." It is time for a new generation of leaders to rediscover the principle of normalization. (Publication Date: April 05, 2016)

Staff: Jerry W Smith

Collaborators: Institute on Disabilities, Temple University [Philadelphia, PA]

I Choose Employment (#1) (2016)

A video designed to raise expectations for full workforce participation - that work can be a reality for anyone. The target audiences are self-advocates and families. (Publication Date: March 02, 2016)

Staff: Kelly Nye-Lengerman LGSW, Jerry W Smith

The U.N. Convention on The Rights of Persons with Disabilities (CRPD): A Status Report (2015)

A brief reviewing which countries have signed and/or ratified the United Nations (U.N.) Convention on The Rights of Persons with Disabilities (CRPD). About 10% of the world's population lives with a disability. Unfortunately, many countries lack comprehensive legislation to protect the rights of people with disabilities. In response, the CRPD was negotiated at the U.N. over several years, adopted in 2006, opened for signature by all countries and regional integration organizations in 2007, and commenced in 2008. A country's ratification of the CRPD affirms the country's belief that persons with disabilities have fundamental rights that must be protected, supported, and reinforced (U.N., 2007). As of July 2014, there are 159 signatories and 156 ratifications and accessions to the CRPD. While the United States is a signatory to the CRPD, the country has not ratified the convention. Many countries have either ratified or signed the CRPD, but political instability in a few countries has resulted in inaction. (Publication Date: September 14, 2015)

Services for People with Intellectual and/or Developmental Disabilities in the U.S. Territories (May 2015)

A report representing an expansion of the data collection activities mandated by a 2012 Administration of Intellectual and Developmental Disabilities (AIDD) Funding Opportunity Announcement (FOA). Prior to 2012, the AIDD funded data projects, Access to Integrated Employment, Family and Individual Information Systems project (FISP), Residential Information Systems Project (RISP) and the State of the States in Developmental Disabilities only collected data from the 50 states and the District of Columbia. The 2012 FOA requested that three of the AIDD data projects work together to include the five U.S. Territories (American Samoa and the Commonwealth of the Northern Marianas Islands, Guam, Puerto Rico and the Virgin Islands) in their data collection and analysis efforts. This summary represents the first step to describe the services for people with intellectual and developmental disabilities and their families in the territories. While the information may have limitations in the comparability to the rest of the nation, AIDD believes that it is important to begin data collection, tracking and analysis to increase opportunities to improve self-determination, independence, productivity, integration and inclusion of people with IDD into their communities in the U.S. Territories. (Publication Date: May 01, 2015)

Collaborators: Institute for Community Inclusion, University of Massachusetts Boston, Research and Training Center on Community Living, State of the States in Developmental Disabilities

Feature Issue on the ADA and People with Intellectual, Developmental, and Other Disabilities (Winter 2015)

A newsletter issue marking the 25th anniversary of the Americans with Disabilities Act (ADA). In this *Impact* are articles by individuals with disabilities, families, advocates, service providers, researchers, and others talking about how the ADA has made a difference in their lives, the lives of their loved ones, and in our nation. At the same time, this *Impact* also focuses on ways in which the ADA hasn't fully addressed a number of the barriers faced by people with intellectual and developmental disabilities as they seek equal opportunity and inclusion in their communities. By sharing this range of perspectives, the issue encourages readers to both pause to celebrate the anniversary of the ADA as a turning point in our nation's journey, and continue traveling toward that horizon of full inclusion we have yet to reach. Complementing the *Impact* are over 40 short video clips posted on the Self-Advocacy Online Web site [(http://www.selfadvocacyonline.org/stories)](http://www.selfadvocacyonline.org/stories) of the Research and Training Center on Community Living in which people with disabilities talk about the importance and meaning of the ADA for them. (Publication Date: March 26, 2015)

Staff: Vicki D Gaylord, Amy S Hewitt, Clifford L Poetz

Understanding Community Poverty, Housing, and Disability (October 2014)

A brief aiming to provide policy makers, advocates, and researchers a tool to better understand the pervasiveness of poverty affecting people with disabilities, both locally and across the nation. By providing detailed comparisons across every county in the nation using an array of online, interactive visual features, the impact of poverty on people with and without disabilities is detailed in meaningful ways, especially the relationship between poverty and housing. Among the findings, the brief shows that poverty affects people with disabilities at much higher rates across the vast majority of U.S. counties, and these poverty rates have a direct relationship with local housing indicators (Publication Date: October 01, 2014)

Staff: Kelly Nye-Lengerman LGSW

Active Support: People Fully Engaged in Life (2014)

A DVD providing an overview of Active Support -- how it is implemented and the kind of training involved to make it successful. Active Support is an organizational intervention that enables Direct Support Professionals in community settings to effectively support the engagement of persons with intellectual or developmental disabilities (ID/DD) throughout their day and in their communities. The DVD includes a long version (24:12) and short version (5:30) of the program. Both programs are closed captioned. (Publication Date: September 04, 2014)

Staff: Jerry W Smith

Collaborators: University of Sydney [Australia], Deakin University [Australia]

Social Capital (May 2014)

A newsletter issue for Direct Support Professionals (DSPs) exploring the importance of social capital in the lives of the people they support. Social capital is the value a person gets from participating in social networks, such as families, friends, school, work, and faith-based organizations. Involvement of people with disabilities in social networks also brings value to the community. Integrated communities provider richer experiences for all. These networks help people find jobs, homes, transportation, advisors, volunteer opportunities, and confidants. Individuals with developmental disabilities often have small social networks and limited opportunities to gain social capital, but families and DSPs understand this problem and this issue of *Frontline Initiative* may help solve it. (Publication Date: May 13, 2014)

Staff: Lindsey Zemanek, Joe Timmons, Connie J Burkhart

Feature Issue on Stories of Advocacy, Stories of Change from People with Disabilities, Their Families, and Allies (1988-2013) (2014)

A newsletter issue featuring then-and-now personal stories from individuals with disabilities, their families, and allies that provide a snapshot of how the disability rights movement has touched individual lives over the past 25 years. This 25th anniversary issue of *Impact* brings together personal stories published in its pages between 1988-2010, and pairs them with new stories from those same individuals and families that bring readers up-to-date on their lives today. Through these stories, plus an interview with the Institute's founding director Bob Bruininks, this *Impact* recognizes the tenacity, courage, and vision of those working to bring about progress toward full citizenship and community inclusion for people with disabilities in the U.S. (Publication Date: May 09, 2014)

Staff: Vicki D Gaylord

Employment First Across the Nation: Progress on the Policy Front (March 2014)

A brief presenting Employment First across the nation through an array of online, interactive visual features that allow users to investigate the various Employment First policy approaches that states have implemented over the last decade. Employment First policies are spreading across the country as a mechanism to improve employment support systems and outcomes for people with disabilities. This new *Policy Research Brief* connects readers with the actual policies in states and additional resources to advance employment of people with disabilities. (Publication Date: March 01, 2014)

Collaborators: Association of People Supporting EmploymentFirst

Feature Issue on Educating K-12 English Language Learners with Disabilities (Winter/Spring 2013)

A newsletter issue examining the education of English language learners with disabilities, who are a growing part of the K-12 school population in the U.S. The available knowledge on how to effectively educate these students, and measure their progress, is small but increasing. However, many educators and families have pressing questions. This *Impact* offers responses to some of those questions from people around the country who are helping schools meet the needs of this growing student population. (Publication Date: June 04, 2013)

Staff: Kristin K Liu, Vicki D Gaylord

State of the Science: Theories, Concepts, and Evidence Guiding Policy and Practice in Community Living and Participation for People with Intellectual Disabilities (2013)

A set of online video presentations from the July 2012 conference, State of the Science: Outcomes for People with Intellectual and Developmental Disabilities in Halifax, Nova Scotia. Experts in their fields discuss the most influential theories, principles, and "big ideas" that shape policy and practices in community supports for people with intellectual or developmental disabilities around 9 topical areas: 1. Community participation and social inclusion 2. Employment and economic self-sufficiency 3. Family support 4. Health and wellness 5. Methodological issues 6. Outcome data 7. Predictors of outcomes 8. Quality of life indicators 9. Self-determination The videos also include discussions by self-advocates and other stakeholders on many of the topics. (Publication Date: June 03, 2013)

Staff: Kristin Dean, Shawn C Lawler, Jerry W Smith

A Taxonomy for Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities (February 2013)

A brief examining postsecondary education for students with intellectual and developmental disabilities, which is on the cusp of major growth thanks to recent federal policy and grant initiatives. Unfortunately, information regarding programs and schools serving this population is limited, thus constraining students' and families' ability to understand the offerings of individual programs and make informed choices among them. This is due both to the rapid increase in programs and the lack of a clear set of relevant characteristics to allow for programmatic comparisons. This issue of *Policy Research Brief* offers a framework for comparing the features of the growing number of programs, and lays the foundation for further study and comparison of program outcomes. The taxonomy is based on research conducted by Mary McEathron, Trisha Beuhring, Amelia Maynard, and Ann Mavis of the Evaluation Group at the University of Minnesota's Institute on Community Integration. (Publication Date: February 14, 2013)

Feature Issue on Supporting New Career Paths for People with Intellectual and Developmental Disabilities (Winter/Spring 2012)

A newsletter issue exploring employment of people with intellectual and developmental disabilities, and their changing role in the American workforce. Historically, people with disabilities have often participated in very narrowly defined types of employment. There have frequently been low expectations about what they can contribute as workers. But, today self-advocates and their allies are leading a transformation in thinking about how people with intellectual and developmental disabilities can do productive, valued work in their communities. This issue of *Impact* has been prepared to provide a snapshot of some of the strategies and personal stories that embody that transformation. Written primarily for vocational service providers, employers, secondary and postsecondary educators, and families of individuals with disabilities, this issue explores some of the innovative thinking and resources that are providing expanded employment options for people with disabilities, including employment in some of the promising areas for job growth nationally. And it offers some of the success stories of people taking new paths. It is our hope that this issue will spark even more conversations, and more creative thinking, among its readers about opportunities for supporting new career paths for people with intellectual and developmental disabilities in our country. (Publication Date: June 01, 2012)

Staff: Vicki D Gaylord

Community Members' Perspectives on Inclusion: Membership of Persons with Developmental Disabilities in Community Organizations (2012)

A report covering a study about the degree of membership of people with intellectual/developmental disabilities in community organizations, and community members' perceptions of such inclusion. Efforts to increase the social inclusion of individuals with intellectual/developmental disabilities have included recommendations to support membership in community groups and organizations. However, while such recommendations have been made for more than 20 years, there is virtually no information regarding the extent of current membership of such individuals in these community groups and organizations. In this study, surveys were sent to community groups in four states in four different regions of the U.S. inquiring about group membership of individuals with disabilities in general, group members' experiences with individuals with developmental disabilities in their groups, and the benefits and challenges of having individuals with developmental disabilities as members. (Publication Date: June 01, 2012)

Staff: Angela N Amado

Self-Advocacy Online (2012-Present)

A multimedia resource providing information important to people with intellectual and developmental disabilities that is accessible to all. The content is translated into understandable language and includes videos, interactive lessons, and engaging graphics. Users can: * Explore lesson modules on key topics in self-advocacy. * Learn about research findings that are important to people with disabilities in an accessible format. * View stories from other self-advocates and hear what they have to say about key topics in self-advocacy. * List self-advocacy groups and find self-advocacy groups across the United States. (Publication Date: June 01, 2012)

Staff: John D Westerman, Shawn C Lawler, Mark R Olson, Jerry W Smith, John G Smith, Connie J Burkhart

Collaborators: The Arc of the United States

Staff Recruitment, Retention, & Training Strategies for Community Human Services Organizations (2012)

A 15-chapter textbook and how-to-guide helping organizations to select and implement strategies that address the challenges of recruiting, retaining, and training Direct Support Professionals. (Publication Date: January 01, 2012)

Staff: Amy S Hewitt, Sheryl A Larson

A National Review of Home and Community Based Services (HCBS) for Individuals with Autism Spectrum Disorders (December 2011)

A brief reporting findings of a study that gathered data in 2009-2010 about how people with autism spectrum disorders (ASD) are being served across states in Home and Community Based Services (HCBS) Medicaid waiver programs and discussing implications for providing services and supports for this growing population in the future. Autism spectrum disorders are among the fastest-growing developmental disability diagnosis in the U.S. This increased diagnosis, coupled with the large number of children with ASD now reaching adulthood, highlights the need to learn more about the services and supports that are currently available for adults with ASD, and consider those that will be needed throughout their adult lifespan. The focus in this issue of *Policy Research Brief* is on the extent to which states have included people with ASD in their Home and Community Based Services Medicaid waiver programs, the programs that have, in recent decades, been the primary source of funding support for individuals with intellectual disabilities and related conditions (such as ASD, cerebral palsy, and others) who are living in the community. Historically these systems were designed to primarily meet the needs of people with intellectual disabilities, and they present certain challenges when looked to as a source for specialized funding and support services for adults with ASD. (Publication Date: December 19, 2011)

Staff: Amy S Hewitt, Jennifer A Hall-Lande

Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities (Spring/Summer 2011)

A newsletter issue presenting practical and insightful articles about supporting the social well-being of children and youth with intellectual, developmental and other disabilities in the settings where they live their lives: schools, youth programs, neighborhoods, communities, homes. Social well-being is essential to overall health and quality of life for all children and youth. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and harassed, have a small number of friends outside their families, and participate in few extracurricular activities. This means that the adults in their lives need to be proactive in supporting and strengthening the social well-being of these young people. This *Impact* issue focuses on what adults can do to create and sustain environments that contribute to social well-being, rather than social harm, for young people with disabilities and their peers without disabilities. It includes personal stories of young people, their families and friends; practical strategies for school and community settings; research summaries and profiles of successful programs; and resources for use by educators, families, youth leaders, and others who desire to support the social growth and well-being of all our young people. (Publication Date: August 12, 2011)

Staff: Vicki D Gaylord, Brian H Abery

Behavioral Outcomes of Deinstitutionalization for People with Intellectual and/or Developmental Disabilities - Third Decennial Review of U.S. Studies, 1977-2010 (April 2011)

A brief reviewing U.S. studies that have measured behavioral outcomes associated with the movement of people with intellectual and/or developmental disabilities from institutions to community residential settings. This is the third in a series of such reviews, and it is cumulative; it includes the studies contained in the earlier reviews published in 1989 and 2001. (Publication Date: April 01, 2011)

Staff: Sheryl A Larson

FAST Family Support Survey [2010]: National Results (2011)

A report summarizing the results of the FAST Family Support Survey, a 2010 national Internet survey of 2,416 parents or relatives of children and youth ages 11 years to 39 years with disabilities from 54 states or U.S. territories. The survey was conducted as part of the Family Advocacy and Support (FAST) project at PACER Center, a project designed to develop and test resources to assist families of youth and young adults with disabilities through the transition from school to adult life. Its curriculum development and training components focused specifically on people who were ethnically and socioeconomically diverse. This report describes key information needs, unmet service needs, and service quality for youth and young adults with disabilities in transition from school to adulthood (defined for this effort as ages 12 to 22 years). (Publication Date: March 15, 2011)

Staff: Sheryl A Larson

Collaborators: PACER Center

Postsecondary Education for Students with Intellectual and Developmental Disabilities - A Critical Review of the State of Knowledge and a Taxonomy to Guide Future Research (February 2011)

A brief reviewing the state of knowledge and research practice in the emerging field of postsecondary education for students with intellectual and other learning-related developmental disabilities. It concludes with a proposed taxonomy to better organize and structure research and program descriptions in support of an improved knowledge base. (Publication Date: February 01, 2011)

Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities (Autumn/Winter 2010/2011)

A newsletter issue exploring what we know, and what we still need to know, about supporting increased participation of students with intellectual and developmental disabilities, in postsecondary education and why that participation is important. It includes stories about students with disabilities succeeding in higher education, strategies for families and school personnel to use in supporting planning for postsecondary education during high school, research findings and historical overviews, and explanations of the education laws that can support participation in postsecondary education. Readers of this issue will find new ways of thinking about the role of post-high-school education in the lives of young people with disabilities, and about the benefits to those young people as well as our communities and nation. (Publication Date: February 01, 2011)

Staff: Vicki D Gaylord, Joe Timmons

Feature Issue on Sexuality and People with Intellectual, Developmental and Other Disabilities (Spring/Summer 2010)

A newsletter issue exploring the question "What does it mean to affirm and support a positive, healthy sexuality for individuals with disabilities?" Its articles cover topics ranging from sexuality education in the home and school, to personal stories of dating and marriage, to legal and ethical issues for staff and agencies providing services for people with disabilities. The goal of this issue is to provide information and inspiration that further support the right and opportunity for people with intellectual, developmental, and other disabilities to understand and express this essential dimension of human life. (Publication Date: September 01, 2010)

Staff: Vicki D Gaylord

RTC Media website (2015)

A website showcasing films about people with disabilities and those who provide support. Also describes the film-making services available through RTC Media. (Publication Date: January 01, 2010)

Staff: Jerry W Smith

Journey to Completion: Strategies for Success in High School (2009)

A video illustrating the process of the Dropout Prevention, Retention, and Graduation Initiative. In 2005, the Minnesota Department of Education began a pilot project designed to promote school completion in seven school districts. In addition to focusing on ten recommended strategies, districts worked to support critical transition periods for students and to promote a positive school climate tailored to each school's unique population. This video captures insights, successes, and lessons learned from the districts as the Initiative wrapped up its final year. The video includes four chapters: 1. Getting Started 2. Reasons Why 3. Strategies and Programming 4. Sustainability and Outcomes (Publication Date: December 01, 2009)

Staff: Jerry W Smith

Collaborators: Minnesota Department of Education

Family Support Services in the United States: 2008 (May 2009)

A brief providing a state-by-state summary of services supporting individuals with disabilities living in the family home. Data presented are based on the State of the States in Developmental Disabilities Project, a longitudinal study of public financial and programmatic trends in intellectual and developmental disabilities services and supports in the states. The State of the States project is funded in part as a Data Collection Project of National Significance from the Administration on Developmental Disabilities, by the Department of Psychiatry of the University of Colorado School of Medicine, and by the Coleman Institute for Cognitive Disabilities, University of Colorado. (Publication Date: May 01, 2009)

Staff: Sheryl A Larson

Implementation of Consumer-Directed Services for Persons With Intellectual or Developmental Disabilities - A National Study (January 2009)

A brief summarizing the results of a national study on the status of consumer-directed services for persons with intellectual or developmental disabilities. The study was conducted at the University of Minnesota's Research and Training Center on Community Living and Syracuse University's Center on Human Policy, and its purpose was to investigate how consumer control is being implemented across states. Additional themes included the exploration of strategies, challenges, and best practices of consumer-directed services and supports. Information was gathered through interviews with administrators of developmental disabilities services in 42 states. The content is based on the comprehensive study entitled: "Implementation of Consumer-Directed Services: A National Study." (Publication Date: January 01, 2009)

Staff: Amy S Hewitt, Pamela M Walker, Sheryl A Larson, Jennifer A Hall-Lande

Twin Cities and Zambia Disability Connection - Final Report (2009)

A report providing an overview of the Twin Cities and Zambia Disability Connection, outlining the project's preliminary outcomes, and identifying ongoing needs for individuals with disabilities in Zambia, which may provide the focus for future work. The project was created to meet an acute need to develop more community services and supports for people with disabilities in Zambia. It is a collaboration involving the Institute on Community Integration, Arc Greater Twin Cities, Opportunity Partners, Fraser, Inc., and government and community leaders in Zambia. (Publication Date: January 01, 2009)

Feature Issue on Employment and Women with Disabilities (Summer/Fall 2008)

A newsletter issue that encourages readers to hold an expansive vision of what's possible for women with disabilities in the employment arena, and offers strategies, resources, and inspiration to realize that vision. The articles in it respond to the question, "Why is work important to women with disabilities?" and it offers many answers. According to the women with disabilities whose stories are shared here, feeling successful and important, earning money, being independent, having a reason to get up in the morning, making a meaningful difference in the lives of others, learning new things, following a sense of calling, and achieving goals are all reasons that work is important to them. At the same time, it is also true that fewer women with disabilities participate in the workforce than men with disabilities or women without disabilities. All the reasons for this difference are not entirely clear. One of the things we do know is that the expectations that people have of women with disabilities play a role in their participation in the workforce. We also know that awareness of a range of employment strategies and options on the part of professionals opens up possibilities that may otherwise be overlooked. And we know that having role models and mentors makes all the difference in the world for girls and women with disabilities as they think about what they want to do with their adult lives. Because having meaningful, valued work is such an important part of life, this *Impact* issue seeks to provide a fresh look at the topic from multiple perspectives. (Publication Date: December 01, 2008)

Staff: Vicki D Gaylord

An Independent Assessment of the Region 10 Quality Assurance Commission Voice Review Program (2008)

A report on the VOICE program, a person-centered quality assurance system that emphasizes self-determination and involves community volunteers, people with disabilities, and professionals to determine the quality of services provided. VOICE was created by the Region 10 Quality Assurance Commission in southeast Minnesota. (Publication Date: April 16, 2008)

Staff: Jerry W Smith, John G Smith

Innovative Models and Best Practices in Case Management and Support Coordination (April 2008)

A brief describing models, innovations, and best practices in case management and support coordination for persons with disabilities. The approaches presented were identified during a study exploring the redesign of case management services for people with disabilities in Minnesota, and have broader applicability to other states as well. This brief is based on the technical report ["Redesigning Case Management Services for People with Disabilities in Minnesota: A Report to the Legislature"] (http://rtc.umn.edu/docs/DHS-5062-ENG.pdf). (Publication Date: April 01, 2008)

Staff: Angela N Amado, Sheryl A Larson

Feature Issue on Disaster Preparedness and People with Disabilities (Spring/Summer 2007)

A newsletter issue addressing the need for greater inclusion of people with disabilities in disaster preparedness, response, and recovery efforts. When disasters occur people with disabilities are often among those most in harm's way. In many cases this is because the planning and processes in place to respond to disasters and emergencies haven't made adequate provision for people with disabilities. Through personal stories, reflections on lessons learned from previous disasters, reviews of what works and doesn't work in policies and procedures, and a variety of preparedness checklists this issue gives readers information they can use to evaluate and improve disaster preparedness where they live, work, and participate in their communities. Whether it's doing personal emergency planning, organizing neighbors into a circle of support for one another in case of an emergency, ensuring that local and state disaster planning agencies include input from people with disabilities, or evaluating the disaster preparedness of the agency or organization in which we work, we can each take steps to make sure that when the next disaster or emergency occurs, no one is left behind. (Publication Date: August 01, 2007)

Staff: Vicki D Gaylord, Christopher J Johnstone

A Qualitative Study of the Experiences of Transition-Age Youth with Disabilities in Relation to SSI Redetermination (July 2007)

A brief presenting selected findings from a study and literature review describing the experiences of Supplemental Security Income (SSI) recipients and nonrecipients and their families in relation to the age 18 redetermination process, and in relation to their efforts to achieve postschool employment, independent living, and related community participation outcomes. (Publication Date: July 01, 2007)

Staff: David R Johnson PhD, Sheryl A Larson

Feature Issue on Supporting Success in School and Beyond for Students with Autism Spectrum Disorders (Fall/Winter 2006/07)

A newsletter issue sharing knowledge and insights about effectively supporting success in school and beyond for students with Autism Spectrum Disorders (ASD). There is still much to be learned about ASD - about the causes; the best ways to identify ASD in early childhood and begin early interventions; and the best ways to support the academic, social, and vocational success of students with ASD. As ongoing research adds to our current knowledge, educators, families, and individuals with ASD will have more information to use in making decisions that support the development of the full potential of each student with ASD. While that work of seeking to better understand ASD continues, there are some things that have already been discovered about supporting success for students with ASD, and it is that information that's highlighted in this *Impact* issue. (Publication Date: February 01, 2007)

Staff: Vicki D Gaylord, Joe E Reichle

Feature Issue on Parenting Teens and Young Adults with Disabilities (Spring/Summer 2006)

A newsletter issue exploring strategies for families of teens and young adults with disabilities to consider in navigating the transition years with their young person, and sharing stories of those who are in the middle of it or have come out the other side. As young people with disabilities move from their teen to adult years, they and their families experience many growing pains in common with all families at that stage of life. In addition, there are often milestones, questions, concerns, needs, and challenges unique to individuals with disabilities and their families. For the generation of young people with disabilities reaching adulthood today there are ever-expanding opportunities to pursue adult lives that reflect their goals, dreams, ambitions, values, and life visions. And there are still barriers to that achievement - limitations in services, supports, resources, and options. The articles in this *Impact* provide a glimpse of what is possible, offer useful ideas for moving past some of the limitations that get in the way, and support families, teens, and young adults in dreaming big and realizing those dreams. (Publication Date: June 19, 2006)

Staff: Vicki D Gaylord

Feature Issue on Children with Disabilities in the Child Welfare System (Fall/Winter 2005/06)

A newsletter issue examining the presence and needs of children with disabilities who are in the child welfare system, and ways to better serve them. When children with disabilities and their families become involved with the child welfare system - with child protective services and/or permanency services - there is often a steep learning curve for the system as to how to best serve them. As complex as the needs are of any child removed from his or her family because of abuse or neglect, or because the family is unable to continue caring for the child, the needs of children with disabilities are even more complicated because they involve multiple systems - the disability services and child welfare services systems. These two systems don't necessarily communicate with each other in a way that supports their work on behalf of children with disabilities who have been removed from their family home or who are at risk for such removal, and they may not have adequate access to expertise in one another's areas of focus. This *Impact* issue discusses barriers to be addressed by the child welfare and disability services systems in working with children with disabilities and their families, and strategies for moving forward in better meeting their needs. (Publication Date: March 01, 2006)

Staff: Vicki D Gaylord, Amy S Hewitt

Family Support Service in the United States (February 2006)

A brief providing an overview of family support services in the states based on data gathered for the State of the States in Developmental Disabilities Project, a longitudinal study of public financial and programmatic trends in intellectual or developmental disabilities (ID/DD) conducted by the University of Colorado Department of Psychiatry and the Coleman Institute for Cognitive Disabilities, University of Colorado, Boulder. (Publication Date: February 01, 2006)

Staff: Sheryl A Larson

Status of Institutional Closure Efforts in 2005 (September 2005)

A brief examining and summarizing the research and policy issues that state policymakers may face as they consider whether to increase, reduce, or close institutions in their own states. (Publication Date: September 01, 2005)

Staff: Pamela M Walker, Sheryl A Larson

Feature Issue on Meeting Transportation Needs of Youth and Adults with Developmental Disabilities (Summer 2005)

A newsletter issue offering ideas and strategies for meeting the transportation needs of individuals with disabilities and removing transportation barriers to their community inclusion and participation. People with developmental and other disabilities identify problems accessing transportation as one of the main barriers they experience to community inclusion and participation. To travel around their communities at the times that meet their needs, and to the locations they desire, requires that as individuals they have knowledge of the transportation options available and the skills and supports to use them. At the transportation system level it requires that there be an array of options available and that these systems operate in a manner that's both focused on meeting the needs of users, as well as resource-efficient and coordinated. This issue addresses both individual and system-level approaches to improving transportation access. It also includes success stories from around the country that illustrate the benefits to individuals with disabilities, agencies that support them, and their communities when transportation works well. (Publication Date: August 23, 2005)

Staff: Vicki D Gaylord, Joe Timmons, Sheryl Lazarus

Feature Issue on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders (Spring 2005)

A newsletter issue discussing how K-12 educators can more effectively work with students with emotional/behavioral disorders (EBD) within the context of educating increasingly diverse populations of students in our classrooms. Educating students identified as having emotional/behavioral disorders in general education classrooms and ensuring their inclusion in all aspects of the school community can be challenging for several reasons. To effectively educate them there must be collaboration between all the instructional and administrative staff in the school; everyone must be "on the same page" in implementing prevention and intervention efforts. In addition, there must be a willingness on the part of teachers to explore new teaching methods that more actively engage students with EBD. Ongoing staff development and training are needed to update and maintain educator skills in working with students with EBD. And sufficient resources must be available at the school and district level to sustain programming. This *Impact* describes how these and other challenges are being addressed around the country, and offers strategies that have been demonstrated to improve positive educational and social outcomes for students with EBD in today's K-12 schools. (Publication Date: May 23, 2005)

Staff: Vicki D Gaylord

Costs and Outcomes of Community Services for Persons with Intellectual and Developmental Disabilities (May 2004)

A brief reviewing available research on the costs and outcomes of community service provision for people with intellectual disabilities (or "mental retardation") and developmental disabilities, with a particular emphasis on residential services. It focuses on a number of key issues related not only to public expenditures, but also to funding systems, related policies and regulations, and their impact on service systems, on specific service types, and on service users. (Publication Date: May 01, 2004)

Staff: Vicki D Gaylord, Roger Stancliffe

Gender, Age, and Disability Differences in Functional Limitations for Non-Institutionalized Adults in the NHIS-D (January 2004)

A brief summarizing findings from the National Health Interview Survey conducted by the U.S. Bureau of the Census, National Center on Health Statistics, in 1994 and 1995, which included a Disability Supplement. The brief examines gender, age, and functional limitations and the relationship between age, functional limitations, and intellectual/developmental disabilities for adults, with a specific focus on adult women. Descriptive population estimates and a series of logistic regressions are used to examine the unique associations with various functional limitations of gender, age, disability, health status, race, and economic status. This brief also examines the relationship between older and younger adults, and differences by gender, disability type, and limitation type. (Publication Date: January 01, 2004)

Staff: Sheryl A Larson

Quality Mall (2004 - Present)

An interactive database providing an online clearinghouse of over 3,500 resources from around the country related to person-centered services and supports for persons with intellectual and developmental disabilities. For use by individuals with disabilities, families, advocates, government officials, and service providers, it covers a wide variety of topical areas related to community participation and inclusion, and quality of life. Quality Mall is managed by the Institute's Research and Training Center on Community Living. (Publication Date: January 01, 2004)

Staff: Claire Cunningham, Angela N Amado, Julie E Kramme, John G Smith

Service Use by and Needs of Adults with Functional Limitations or ID/DD in the NHIS-D: Difference by Age, Gender, and Disability (December 2003)

A brief summarizing findings from the National Health Interview Survey on Disability conducted by the U.S. Bureau of the Census, National Center on Health Statistics in 1994 and 1995. It is an extension of the April 2001 MR/DD Data Brief on characteristics of and service use by persons with MR/DD living in their own homes or with family members. This brief re-examines employment services and status, personal supports used and needed, professional and mental health services, previous longterm care services, transportation services, preventative health care, and waiting for services. The new component in this brief is an examination of how service use and needs vary by age (for persons 18-35 years versus persons 36 years and older), gender, and disability group (persons with intellectual and/or developmental disabilities [ID/DD] versus persons with one or more substantial functional limitations who do not meet the criteria of having ID/DD). It uses a series of logistic regressions to examine how the services and support needs vary by age, gender, and disability group after controlling for overall health status, race, and economic status. (Publication Date: December 01, 2003)

Staff: Sheryl A Larson

Medicaid Home and Community-Based Services - The First 20 Years (September 2003)

A brief reviewing the implementation of the Medicaid Home and Community-Based Services "waiver" program during its first 20 years, from Fiscal Year 1982 through Fiscal Year 2002. The review provides a description of the program, its initial purposes, patterns and trends in its use, its relationship to other services, and challenges in the years ahead. (Publication Date: September 01, 2003)

Staff: Vicki D Gaylord

Feature Issue on Social Inclusion Through Recreation for Persons with Disabilities (Summer 2003)

A newsletter issue proposing that one way to increase the social inclusion of individuals with disabilities is for children, youth and adults with and without disabilities to play together. While recent decades have witnessed a significant increase in the participation of persons with developmental and other disabilities in regular education classrooms and community workplaces, participation and inclusion are not the same thing. Many individuals with disabilities learn, work, and live alongside nondisabled peers, but too often they have little social connection to and few friendships with those around them. Recreation programs have a number of characteristics that make them ideal places for individuals with disabilities to experience social inclusion and friendship building. The articles in this issue describe those characteristics, strategies for making use of them to enhance the opportunities for meaningful and ongoing social connections between participants with and without disabilities, and barriers to recreation participation that must be addressed. Its goal is to encourage recreation, education, and community services professionals, along with families and individuals with disabilities, to find additional ways in which everyone can experience the benefits of social inclusion. (Publication Date: August 01, 2003)

Staff: Vicki D Gaylord, Brian H Abery

Health Insurance Coverage and Health Care Experiences of Persons with Disabilities in the NHIS-D (May 2003)

A brief describing the experiences with public and private health insurance coverage for people with functional limitations, people with IDD, and people who do not have IDD or functional limitations, and examining the variations in these outcomes by gender and age. It is based on data collected in 1994 and 1995 through the National Health Interview Survey Disability Supplement (NHIS-D) that collected extensive information about disabilities among the individuals sampled as part of the annual census-based household interview surveys. The NHIS describes demographic characteristics, health status, functional limitations, and supports and services used by persons in the civilian, noninstitutionalized population in the United States. (Publication Date: May 01, 2003)

Staff: Lynda L Anderson, Sheryl A Larson

Alternative Schools and the Students They Serve - Perceptions of State Directors of Special Education (January 2003)

A brief reporting on findings from interviews conducted with 49 state directors of special education (or their designees). Recent data collected from a national survey estimates that about 12% of all students in alternative schools are students with disabilities. Yet we know very little about the nature of the instructional programs offered, special education processes and procedures in place, accountability practices, and outcomes for these students. In addition, we do not have complete descriptive information on the kinds of alternative schools and programs currently in operation. The brief describes their perceptions of (a) basic characteristics of alternative schools, (b) major issues for alternative schools, (c) major issues for state education agencies, (d) major issues for students with disabilities, and (e) educational reforms impacting alternative schools. The brief concludes with a discussion of trends that require further study. (Publication Date: January 01, 2003)

Staff: Vicki D Gaylord

Children with Disabilities: Social Roles and Family Impacts (August 2002)

A brief using the 1994-1995 Child Disability Follow-Back Survey (DFS) of the National Health Interview Survey (NHIS) to examine the characteristics of children between the ages of 6 and 17 who were identified as having functional limitations or a disability-related diagnosis. Four disability groups were defined: children with a) developmental disabilities only, b) intellectual disabilities only, c) intellectual disabilities and developmental disabilities, and d) other disabling conditions or impairments. These groups were described in terms of each group's ability to perform the social roles expected of children (e.g., relationships with family and friends, participation in school and other activities). Summary statistics are provided on demographic characteristics, special education and other services, impact of the child's disability on the family, and perceptions of disability. Findings from the Personal Adjustment and Role Skills Survey (PARS) questions are also included. In this issue the term "intellectual disability" (ID) is used in place of "mental retardation" (MR) in response to the growing commitments to avoid using the latter term because of the stigma associated with that label. The name of this publication has been changed for the same reason. (Publication Date: August 01, 2002)

Staff: Lynda L Anderson, Sheryl A Larson

Feature Issue on Faith Communities and Persons with Developmental Disabilities (Winter 2001/02)

A newsletter issue continuing the dialog about inclusion that has already begun between persons with disabilities, faith communities, and the disability services system. "A basic component of human rights is freedom of religious expression. Individuals with disabilities have the right to choose their own expressions of spirituality, to practice those beliefs and expressions, and to participate in the religious community of their choice or other spiritual activities." This is the opening of the policy statement on Spirituality and Religious Freedom approved by the American Association on Mental Retardation (AAMR), now the American Association on Intellectual and Developmental Disabilities. It goes on to note that individuals with developmental disabilities and their families still experience mixed responses to their presence, gifts, and needs from congregations, and limited support for religious participation on the part of disability service providers. The articles in this *Impact* provide theological frameworks for inclusion, practical tips for welcoming individuals with disabilities into congregations, ideas for service providers seeking to support religious expression, and success stories from around the country. Its purpose is to contribute to the dismantling of the remaining barriers between persons with developmental disabilities and their chosen communities of faith. (Publication Date: April 01, 2002)

Staff: Vicki D Gaylord, Angela N Amado

Demographic Characteristics of Persons with MR/DD Living in Their Own Homes or With Family Members (June 2001)

A brief describing people with mental retardation and/or developmental disabilities (MR/ DD) living in the community in terms of demographic characteristics and economic status. Those characteristics are analyzed to determine how they are interrelated, and are compared to those of the general population. The data is based on the 1994-95 National Health Interview Survey Disability Supplement (NHIS-D) that collected extensive information about disabilities among the individuals sampled as part of the annual census-based household interview surveys. The NHIS focuses on the civilian, noninstitutionalized population in the United States, describing demographic characteristics, health status, functional limitations, and supports and services used. The authors of this brief identified 3,076 individuals in the combined 1994/1995 NHIS-D sample as having MR/DD, estimating that 3,887,158 (plus or minus 1.9%) non-institutionalized Americans meet the criteria for one or both of these categories, a prevalence rate of 1.49%. An additional 245,720 people with MR/DD are estimated to be living in nursing homes, psychiatric facilities or congregate care (institutional) settings of four or more residents. (Publication Date: June 01, 2001)

Staff: Lynda L Anderson, Sheryl A Larson

Characteristics of and Service Use by Persons With MR/DD Living in Their Own Homes or With Family Members (April 2001)

A brief describing people with MR/DD living in the community in terms of basic demographic characteristics, functional and other limitations, residential services history, medical services received, social activities, transportation used, and waiting list status, and comparing people with and without MR/DD in regard to health status and service, functional limitations, major activity status, and school status. It is based on the data from the 1994-95 National Health Interview Survey Disability Supplement (NHIS-D) that collected extensive information about disabilities among the individuals sampled as part of the annual census-based household interview surveys. The NHIS focuses on the civilian, noninstitutionalized population in the United States, describing demographic characteristics, health status, functional limitations, and supports and services used. (Publication Date: April 01, 2001)

Staff: Lynda L Anderson, Sheryl A Larson

The Peer Empowerment Program (PEP): A Complete Toolkit for Planning and Implementing Mentoring Programs Within Community-Based Human Services Organizations (2001)

A planning guide and curriculum for supervisors and agency staff focusing on socialization and skill development for all employees. Includes Program Coordinator Guide, Facilitator Guide, and Learner Guide. (Publication Date: January 01, 2001)

Staff: Amy S Hewitt, Susan N ONell, Sheryl A Larson

Removing the Revolving Door - Strategies to Address Recruitment and Retention Challenges (2001)

A curriculum targeting frontline supervisors and managers regarding the use of effective recruitment, retention, and training strategies. Includes Facilitator Guide and Learner Guide. (Publication Date: January 01, 2001)

Staff: Amy S Hewitt, Susan N ONell, Sheryl A Larson

The Power of Diversity: Supporting the Immigrant Workforce (2001)

A curriculum helping supervisors and other agency staff find, support, and retain immigrant workers. Includes Facilitator Guide and Learner Guide. (Publication Date: January 01, 2001)

Staff: Amy S Hewitt, Lynda L Anderson, Susan N ONell

Feature Issue on Violence Against Women with Developmental or Other Disabilities (Fall 2000)

A newsletter issue examining violence as it impacts women with developmental and other disabilities - what we know, what we don't know, and what needs to be done to prevent it and to help women recover from it. A major civil rights, quality of life, and health issue for women with developmental and other disabilities is the presence of violence in their lives. Women with disabilities experience the highest rate of personal violence - violence at the hands of spouses, partners, boyfriends, family members, caregivers, and strangers - of any group in our society today. Yet, they are often invisible in the crime statistics, frequently find community services such as domestic and sexual violence programs inadequately prepared to fully understand and meet their needs, face disability service systems that don't clearly see and effectively respond to the violence, and are all too commonly devalued and unsupported because of societal prejudice. This *Impact* offers strategies and ideas for bringing together disability service providers, sexual and domestic violence programs, law enforcement and the justice system, policymakers, researchers, and women with disabilities to address these issues, in the hope that this epidemic will soon end. (Publication Date: December 01, 2000)

Staff: Vicki D Gaylord

Behavioral Outcomes of Deinstitutionalization for People with Intellectual Disabilities - A Review of Studies Conducted Between 1980 and 1999 (October 1999)

A brief reporting the results from a review of 38 published studies that measured behavioral outcomes associated with the movement of people with mental retardation from public institutions to community residential settings. (Publication Date: October 01, 1999)

Staff: Vicki D Gaylord, Sheryl A Larson

Through Asking the Right Questions... You Can Reach Your Destination (1999)

A pocket guide containing questions for families and persons with disabilities to ask as they interview residential service providers and decide which are best suited to meet their support needs. (Publication Date: January 01, 1999)

Staff: Brian H Abery, John G Smith