Friendships and social relationships
College of Direct Support
Offers a nationwide, online, competency-based training curriculum to enhance the skills and knowledge of Direct Support Professionals (DSPs), frontline supervisors, and managers supporting individuals with disabilities in community settings. CDS is offered in partnership with Elsevier, a world-leading provider of scientific, technical and medical information, through Direct Course, which is a suite of online curricula for people providing services to individuals with disabilities that includes CDS and other curricula developed at other universities.
Staff: Kristin Dean, Shawn C Lawler, Amanda Ryan, Amy S Hewitt, Macdonald M Metzger, Claire E Benway, Susan N ONell, Nancy J McCulloh, Merrie L Haskins, Kelly Nye-Lengerman LGSW, Jody Hofer Van Ness, Jerry W Smith, Sheryl A Larson, Jennifer A Hall-Lande, Connie J Burkhart
QualityMall.org Web Site on Person-Centered Services for Persons with Developmental Disabilities
Provides resources and information on leading-edge, person-centered supports for use by individuals with disabilities, families, advocates, government officials, and service providers, in a wide variety of topical areas from across the country.
Self-Advocacy Online: Research and Development to Bridge the Digital Divide
Develops a model for making Web sites accessible for people with intellectual and related cognitive disabilities, and launches an educational and networking Web site for teens and adults with intellectual and other developmental disabilities targeted at those who participate in organized self-advocacy groups.
Effectiveness of Two Approaches to Expand the Social Inclusion of Adults with IDD Living with Families
Determines what types of strategies families can use to increase the social inclusion of their adult age child with Intellectual and Developmental Disabilities (IDD) who is living with them. Although many strategies have increased the social inclusion of individuals with IDD in residential services, it is unknown whether such strategies can also be used by families who have an adult child with IDD living with them. In addition, there is a great need for transition-age students to expand social inclusion upon graduation. This project is unusual because virtually all previous projects concerning social inclusion with community members have been aimed at formal service providers. This is the first project known that is aimed at families. The expected benefits are an increase for the adult age children living with their families in their friendships with community members, membership in community groups, and socially valued roles in community life.