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This reports presents 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. Results demonstrate strongly and consistently that people who move from institutions to community settings have experiences that help them to improve their adaptive behavior skills. In the area of challenging behavior, all of the findings of decline associated with deinstitutionalization occurred in studies published during the 1980s. The studies of challenging behavior in the 1990s consistently found improvement in both overall challenging behavior and in the specific subdomains of challenging behavior measured. Evaluations of community behavior support and crisis response systems show that they can be both effective in addressing challenging behavior and preventing institutionalization, and at the same time be cost-effective. The review also found that people who moved from institutions improved their material well-being and community integration over that of a contrast group of people who remained in institutions. Finally, a comparison of the relative cost of serving people in community versus institutional settings found that the average expenditure for state institutions is substantially greater than the average expenditure from community service recipients. (Contains 62 references.) (CR)

This feature issue of "Impact" focuses on person-centered planning with youth and adults who have developmental disabilities. Featured articles include: (1) "Centering on People: A Quiet Revolution" (Judith A. Snow); (2) "Look-and Understand-before You Leap" (Brian Abery and Marijo McBride), which describes the basic principles and values underlying person-centered approaches to planning; (3) "Person-Centered Planning: MAPS and PATH" (Jack Pearpoint and Marsha Forest), which describes a process that collects information about and creates a holistic portrait of a focus person, family, or organization (MAPS), and describes an eight-step tool that plans backwards, leading individuals, families, and organizations from identification of a vision for their future to specific actions to get moving on the journey to that future (PATH); (4) "Our Family's Maps" (Bryn, Clark, Lindsay, and Kalli Fortune); (5) "Person-Centered Planning and the Quest for Community Membership" (John O'Brien and Connie Lyle O'Brien); (6) "The True Conductor of Tim's Life" (Karen Holt); (7) "A New Way of Planning for Michael" (Joann Sorem); (8) "Who Can Facilitate Person-Centered Planning?" (Jack Pearpoint and Marsha Forest); (9) "Circles of Friends in Planning with Students" (Gerv Leyden, Colin Newton, and Derek Wilson); (10) "Becoming Dream Catchers; Person-Centered Planning and Youth with Severe Disabilities" (Anne Malatchi); (11) "A Plan Is Not an Outcome" (Michael W. Smull); (12) "Creating Person-Centered Organizations" (Ron Spoelstra); (13) "Living Person-Centered Planning in the Village of Kumbayah" (Shina Asante Ahad and Bahiya Cabral Asante); (14) "Planning for Systems Change in Alaska" (Karen Ward, Gordon Ward, Brenda Ross, Robyn Rehmann); (15) "A Person-Centered Approach to School System Planning" (Ken Woodley); (16) "It's for All of Us, or Not at All" (Andy Smith); and (17) "What's Most Important? 'Tis People..." (Te Ripowai Higgins). The issue closes with an 11-item list of resources about person-centered planning. (CR)

This research brief reports on selected findings from a longitudinal study conducted at the Institute on Community Integration, University of Minnesota. The study identified the postschool status of young adults and adults with moderate and severe disabilities, and changes in that status over time. Specifically, this study examined the postschool status of: (1) young adults with moderate and severe disabilities who exited school between 1975 and 1985 (n=123); (2) the same individuals as adults who had been out of school for a minimum of 10 years; and (3) young adults with moderate and severe disabilities who left school between 1990 and 1994 (n=145). Overall findings indicate that the individuals with moderate and severe disabilities had limited access to postsecondary education, were dependent on others for residence, and still had limited community involvement. The study did, however, find increasing participation of individuals with moderate and severe disabilities in positive post school activities. The employment experiences of the individuals with moderate and severe disabilities have also improved. Not only were more found to be employed, more were employed in community settings and fewer young adults were in sheltered workshops. In addition, wages accounted for a larger portion of the individuals' incomes. (CR)

The "All Means All School-to-Work Project" was a 3-year federally-funded collaborative between the Institute on Community Integration and the Minnesota Department of Children, Families and Learning. The Project was dedicated to finding out what works for all learners when it comes to access, benefit, participation and choice within school-to-work opportunities. The phrase "All Means All" essentially means "including all learners" or, in part, ensuing every learner has the chance to participate in any school-to-work opportunity that will help the learner reach his or her goals and dreams for the future. This document represents the only 4 issues of the newsletter published as a part of this Project between the years of 1998 and 2000. Articles highlighted in these four issues include: "Opening the Future to All Learners"; "Providing Access and Benefit to All Learners"; "Helping Students Lead the Way"; "Creating a Climate of Welcome"; "Learning from Experience"; "Resume Writing: Sharing Your Life Story"; and "Building Resumes in the Classroom." (AA)

The fourteen brief articles in this theme issue all examine challenges in the development of direct support staff working with people who have developmental disabilities. The articles also include the views of direct support providers and people with developmental disabilities themselves, as well as examples of strategies used by provider agencies and others to improve the recruitment, retention, and training of direct support staff. The articles are: "Good Staff, Bad Staff, No Staff At All: Advice from Two Consumers" (Jim Beaty and Nathan Perry); "People Need People: The Direct Service Workforce" (Amy Hewitt and Susan O'Nell); "A Call to Exemplary Service" (Marianne Taylor); "Assessing Workplace Recruitment and Retention: The First Steps" (Sheryl A. Larson); "Expanding the Direct Service Workforce: Possibilities through School-to-Work" (Teri Wallace); "Reducing Turnover: The VNCC Approach" (Laurel A. Ditson); "Turning It Around" (Mary Claire Mohrfeld); "Peer Mentoring: Mission--Possible" (Sue L. Curtis and others); "Providing Culturally Competent Services" (William Ebenstein); "Strategies for Addressing Workforce Issues"; "A New Perspective on Training at Dungarvin" (Sandy Henry and others); "Training the Trainer: Minimizing Expense, Maximizing Skills" (Howard Miller and Jo Johnson); "Collaborative Training: The MATC Program" (Susan O'Nell and John Westerman); and "Self-Directed Work Teams: An International Learning Experience at Vinfen" (Harry E. Dumay and Elisa Velardo). Also contains information on related World Wide Web sites and the National Alliance for Direct Support Professionals. (DB)

This feature issue focuses on strategies to support parents who have cognitive limitations to be successful in raising their children. Articles include: (1) "Encounters with Entropy: Marge's Journey from System to System" (John Franz and Pat Miles) that tells a fictional story of a mother with disabilities to illustrate the tendency of human service systems to operate independently of one another, to stay locked into rigidly structured responses, and to avoid collaborative responses; (2) "Helping Parents Be Parents" (Howard Mandeville and Polly Snodgrass); (3) "Mothers with Developmental Disabilities: Common Issues and Needs" (Bette Keltner); (4) "Parents with Cognitive Limitations: What Do We Know about Providing Support?" (Lynda Anderson and K. Charlie Lakin); (5) "Perpetuating the Sprit of Kako'o" (Stacy Kong); (6) "Supporting Parenting Rights: Arc Hennepin" (Lori Gildersleeve); (7) "Two Decades of Parent Support: Reuben Lindh Parenting Program" (Audrey Kvist); (8) "Supporting Fathers with Cognitive Limitations" (Mark D. Simpson and others); (9) "Parents with Cognitive Limitations: Challenging Myths, Changing Perceptions" (Alexander J. Tymchuk); (10) "Supporting Parents and Children during Termination of Parental Rights" (Deborah Muenzer-Doy and Lynda Anderson); (11) "Strengthening Families of Older Children" (Gwynnyth Llewellyn); (12) "The Adult Children of Parents with Learning Difficulties" (Tim Booth and Wendy Booth); (13) "Welfare Reform and Parents with Disabilities" (Caroline Hoffman and Howard Mandeville); (14) "System Abuse and the Power of Advocacy" (Tim Booth and Wendy Booth); and (15) "How Small Initiatives Make a Difference" (Rick Brooks). The issue closes with a list of supported parenting resources. (CR)

This policy brief discusses the impact on students with disabilities of educational reforms that emphasize higher academic standards for all students and zero tolerance policies to make schools safe learning environments for all students. The public's demand for higher standards and safe environments is also explored. The development of academic standards and behavioral standards in educational laws and state policies is documented. Examples of local practices and policies that influence students' engagement with school and ways to help youth meet higher academic and behavioral standards are presented. The approaches are based on the experiences of three projects that tested strategies for keeping middle school students in school within a climate of low tolerance for atypical behavior and increasing demands for academic excellence. Five key intervention strategies were common to the three projects and are identified: Persistence-Plus, monitoring, relationships, affiliation, and problem-solving. In addition, recommendations are given for how schools can evaluate the potential impact of their own school policies and practices on their students' connection to school and progress toward school completion. A list of related publications is provided. (Contains 37 references.) (CR)

This feature issue focuses on inclusive recreation for persons with developmental disabilities and their families. The articles provide information about the benefits of inclusive recreation for individuals and families, the challenges in attempting to create or access community recreation services that offer inclusive programs, and strategies that can be used by parents in seeking out and advocating for quality inclusive programs. The following major articles are included: "Inclusive Recreation and Families: Benefits, Challenges, and Parent-Professional Partnerships" (Linda A. Heyne and Stuart J. Schleien); "Benefits and Challenges of Recreation: Parent Perspectives" (Jennifer Mactavish); "Parents as Advocates for Inclusive Recreation" (Maurice K. Fahnestock and Linda A. Heyne);"Inclusive Recreation: A Parents' Guide to Quality" (Stuart J. Schleien and John E. Rynders); "The Role of Agencies in Supporting Belonging" (Angela Novak Amado); "Recreation Needs and Benefits Across the Life Span" (Carla E. S. Tabourne and Jerry G. Dickason); "Elders and Preschoolers Supporting Each Other: The Jewish Community Center Intergenerational Program" (Linda Heyne and others); "Improving Adapted Physical Education in Schools: A University-Public School Partnership" (Martin E. Block and Luke Kelly); "Recreation-Human Services Partnerships: The Rural Recreation Integration Project" (Lynn Anderson and others); "Community Recreation for Young Adults: Project TRAIL" (John Dattilo and others); "Supporting the Whole Person: Southside Services" (Don Magnuson); and "Building the Community Membership of Older Adults with Developmental Disabilities" (Barbara Ann Thomas). (DB)

This newsletter theme issue focuses on the need to accelerate the closing of institutions for people with mental retardation. Articles are by both current and former residents of institutions and by professionals, and include: "The Realities of Institutions" (Tia Nelis); "I Cry Out So That I Won't Go Insane" (Mary F. Hayden); "Trends in Institution Closure" (K. Charlie Lakin and Robert Prouty); "Deinstitutionalization Litigation: Experiences and Outcomes" (Judith A. Gran); "Thoughts and Impressions on Institutional Closure" (Steve Taylor); "Inside and Out: Former Residents Reflect on Their Lives" (Russell Daniels and Mark Samis); "Operation Close the Doors: Working for Freedom" (Tia Nelis and Nancy Ward); "On the Outside Looking In" (Ruthie-Marie Beckwith); "There Is a Hell: One Parent's Story" (Kathy Hayduke); "Parental Attitudes toward Deinstitutionalization" (Lynda Anderson and Sheryl A. Larson); "Voluntary Closure: The Homeward Bound' Experience" (Donna Hoverman); "Community Medical Care: Barriers, Recommendations" (Mary F. Hayden and K. Charlie Lakin); "Closing Brandon Training School" (Bonnie Shoultz and Charles Moseley); "Developing Individualized Supports While Closing Institutions" (John O'Brien and Steve Taylor); "Building Community Capacity" (Michael W. Small and Susan Burke-Harrison); and "The Final Stages: Community Services for People Considered the Most Difficult To Serve" (Tom Fitzpatrick and K. Charlie Lakin). (DB)

This newsletter theme issue on distance education serving individuals with disabilities considers historical developments, technology, staff training strategies, and staff training materials. It is noted that improving access to training for staff members can improve the quality of services for individuals with disabilities. The following articles are presented: "Distance Education: Training Service Providers in the Information Age" (Teri Wallace and Dick Weatherman); "Distance Education Technology: Past, Present, and Future" (Marvin Fifield); "Enhancing Quality and Access to Training through Distance Learning Technologies" (Larry D. Coyle); "Meeting Direct Service Training Challenges with ITV" (Amy Hewitt, et. al.); "Reaching across the Wilderness: Distance Education in Alaska" (Susan Ryan-Vincek); "New Pathways to a Degree at the College of St. Catherine" (Julie Bass Haugen and Mary Beth King); "Computer Assisted Training: What's Next on the Rehab Education Horizon?" (Karen Flippo); "Closing the Distance Gap" (Amy J. Armstrong); and "Multi-University Training: The 'Media Exchange Program'" (George J. Vesprani). In addition, descriptions are provided of the Paraprofessional Training Project which offers distance education via interactive television throughout Minnesota, University of San Francisco's Executive Master's degree program in Rehabilitation Administration, and a human services agency's computer-based in-house training vehicle called SCOUT. Also described are six training materials for use in distance education and 10 books and journal citations on distance education. Most articles contain references. (SW)

This newsletter issue provides stories of leaders who have developmental disabilities, descriptions of program initiatives and models promoting leadership opportunities for individuals who are disabled, and an historical overview of leadership issues. Major articles include: "Leadership: Where We've Been, Where We Are, Where We're Going" (Hank Bersani, Jr.); "Leadership by Persons with Disabilities: Perceptions, Needs, and Opportunities" (Brian Abery and Michael N. Sharpe); "The Impact of Gender and Race on Leadership by Persons with Disabilities" (Jacquelyn Anderson Bolden); "Real Leaders Ask Questions, Real Leaders Make People Understand" (Michelle Hoffman); "Building a Network of Leaders" (Jill Flynn); "Civic Leadership: Youth in Government" (Polly Harrison); "A School for Community Leaders" (Carolyn Lejuste); "Culturally Diverse Leadership: A Model of Inclusion" (Betty Horton); "Learning To Lead...Leading To Learn" (Michael N. Sharpe); "Students in Community Leadership" (Julie Schreifels); "Leading by Serving: Maryland Student Service Alliance" (Cathy L. Brill); "Empowerment through Leadership Education" (Stephanie Agresta et al.); and "Remembering with Dignity: Leadership through Activism" (Jerry Smith). Annotations are provided for 10 resource publications. (SW)

This theme issue explores the relevance of self-determination for persons with developmental disabilities across the life span, ways in which it is or can be expressed, and obstacles to its exercise. The articles show the futility of enhancing self-determination by teaching choice-making skills if environments offer no opportunities to exercise them; offer strategies for facilitating self-determination; and present examples of individuals with developmental disabilities claiming their right to direct their own lives. Titles and authors of major articles include: "Standing Together: One Family's Lessons in Self-Determination" (Kris Schoeller); "Self-Determination: It's Not Just for Adults" (Brian Abery); "Facilitating Self-Determination through Early Intervention" (Ann Eggebeen and Annetta Leigh); "Daily Self-Determination for Young Children" (Jean Mendenhall and Marijo McBride); "Self-Determination as an Educational Outcome" (Michael Wehmeyer); "Self-Determination: A Means to an End" (Michael J. Ward); "MAPS: A Strategy for Promoting Self-Determination" (MaryBeth Doyle and others); "Transition and Self-Determination: Putting the Promise into Practice" (Sandy Thompson and Stephanie Corbey); "People First Facilitates Student Self-Determination" (Ruthie Beckwith); "A New Era of Self-Determination" (Michael D. West and others); "Guardianship and Self-Determination" (David Flower); "The Journey toward Self-Determination" (Peter "Skip" Sajevic); and "What about Environment?" (Brian Abery and John Smith). (JDD)

This feature issue explores health needs of youth with disabilities as they make the transition from child to adult roles. "School Health Services: Supporting Students with Special Health Needs" (Dee K. Bauer) describes the role of the special needs nurse on multidisciplinary teams in Multnomah County (Oregon) schools. Two articles deal with training of health professionals: "Pediatric Residency Program: Providing Training in Transition Issues" (Peter A. Blasco) and "Children with Special Health Care Needs: Advanced Training for Nurses" (Pat Tommet). Other articles include: "Pursuing Healthy Lives: Strategies for the Transition Years" (Deborah Spitalnik and others); "Health Concerns for Teens: A Developmental Perspective" (Peggy Mann Rinehart and Nancy A. Okinow); "Sexuality and Young Adults with Developmental Disabilities" (Leslie Walker-Hirsch and Gitta Acton); "Alcohol and Drug Use by Youth with Developmental Disabilities" (Marty Cushing); "The Parent Case Management Program: Empowering Teens and Families" (Marijo McBride); "Six Characteristics of Quality Health Care" (Barbara J. Leonard); "Joining Ethnic Sensitivity with Family-Centered, Community-Based Care" (Peggy Mann Rinehart); "Partners in Policymaking: Training Policy Advocates" (David Hancox); "Health Care Reform: The Impact on Persons with Disabilities" (Anne L. Henry); and "Family Voices: Speaking Out on Health Care Reform" (Polly Arango). A list of print and media resources concludes the issue. (JDD)

This feature issue of a bulletin on community integration points out the challenge of making service systems more familiar with and responsive to the needs of older adults with developmental disabilities and their families. It includes articles with the following titles and authors: "Living on the Edge" (Arthur Campbell, Jr.); "Aging and Developmental Disabilities: State of the Art, State of the Need" (Thomas J. Lottman); "Disability, Aging, and Ethnicity: A Call for Inclusion" (Mariellen L. Kuehn); "Person-Centered Planning in Case Coordination" (Deborah J. Anderson and Alan Factor); "Person-Centered Later Life Planning: A Model" (Kathryn Heck and others); "No More Lone Rangers: It's Time for Collaboration" (James A. Stone and M. C. Martinson); "Welcoming Self Advocates" (Esther Lee Pederson); "Retirement of Older People with Developmental Disabilities" (Harvey L. Sterns and Evelyn Sutton); "Looking for Answers: Leisure Needs of Aging Adults with Developmental Disabilities" (Barbara Hawkins); "Integrated Leisure Options: The Peer Companion Model" (Ruth S. Roberts and Evelyn Sutton); "Aging Family Caregivers: Planning for the Future" (Tamar Heller); "Siblings: The Next Generation of Family Supports?" (Gary B. Seltzer); "Health Services for Older People with Mental Retardation/Developmental Disabilities" (Deborah J. Anderson and Patricia Moran); "Health Issues for Aging Persons with Down Syndrome" (Marilyn Adlin); and "Programming for Persons with Alzheimer's" (Bill Everett). A resources section lists three organizations and nine publications. (JDD)

This serial issue summarizes findings from a survey of 20 state mental retardation and developmental disabilities agencies and 93 community based providers on developing and financing community services. The survey queried respondents concerning: (1) which models or strategies for financing community services have been most effective; (2) what states' and providers' current and future community service priorities are; and (3) how particular actions or policies of federal, state, or local governments affect efforts to develop and finance community services. Stage agencies offered 10 recommendations of which the most important were funding flexibility, increased family support services, improved state government collaboration with local governments, and creative use of"traditional" models. Recommendations of community providers addressed the start-up of services and supports, the ongoing operation of services and supports, and missions and values of community organizations. Principles for developing and financing community services and supports were suggested by the surveys including improved collaboration between governmental agencies and private providers, the value of innovative examples, and a community employment system in transition. (26 references) (DB)

The 12 brief articles in this "feature" or theme issue describe successful approaches to development of outdoor education programs which successfully integrate individuals with and without disabilities. Titles and authors are: "Outdoor Education and Adventure: Challenges and Rewards for All" (Stuart J. Schleien); "Benefits of Integrated Outdoor Education and Adventure" (Leo McAvoy); "Participant Comments from Integrated Outdoor Adventures" (Molly Schlaefer and Greg Stark); "Integrated Camping: After Two Solid Weeks of It..." (John E. Rynders and Stuart Schleien); "Camp Integration: Overcoming Barriers" (Gary M. Robb); "Screening Participants for Outdoor Programs" (Greg Lais); "How to Integrate Successfully: Promoting Positive Interactions" (John Rynders and Stuart Schleien); "'If I Can Do This...': The Ski for Light Experience" (Tip Ray); "A Place for Healing: Vinland National Center" (Susan Rivard); "Making Friends with Peers and the Earth" (Linda Heyne and Micky Pearson); "Accessing Our National Parks" (W. Kay Ellis); "Administrative Issues in Integrated Outdoor Programs" (Leo McAvoy). Also included are lists of 35 suggested resources and 13 suggested readings. (DB)

This newsletter issue gives people with disabilities the opportunity to educate others about self-advocacy. Twelve of its 17 articles are by individuals with disabilities who are self-advocates, or by other representatives of self-advocacy organizations. It includes information on self-advocacy strategies and examples of its impact on lives. Article titles and their authors include: "Out of My Old Life and into My New One" (Michael J. Kennedy); "A Short History of American Self-Advocacy" (Bonnie Shoultz); "Starting Local Self-Advocacy Groups" (Nancy Ward); "Advocacy in the Danger Zone" (interview with Debbie Robinson); "Self-Advocates and the Legislature: Making Voices Heard at the Capitol" (Walter Rupp); "Independence or Sponsorship: An Issue for Self-Advocacy Groups" (Bonnie Shoultz); "Who Can Teach Change Better?" (Beatrice Roth); "Elements of Choice" (Dennis J. Campbell); "Confessions of a Professional" (Mary F. Hayden); "A New National Organization? News from the First North American People First Conference" (Bonnie Shoultz); "Self-Advocates on Boards and Committees"; and "Tennessee Self-Advocates Conduct Quality Assurance Surveys." A list of 11 resources is included. (JDD)

The articles in this feature or theme issue describe successful approaches to positive, community-based management of severe challenging behavior. Programs include: a train-the-trainer strategy for inservice training used across the country; the use of student volunteers as community integration facilitators; a school-based intervention project for 3-8 year olds with challenging behavior; and a framework for clinical treatment combining functional assessment with psychotropic drugs. The issue also addresses considerations and research findings related to quality of life and community integration and includes the stories of four individuals whose severe behaviors were remediated in community settings. Major articles include: "Ken: Building a Better Life" (Mary Piggott); "Removing the Barriers" (Joe Reichle); "Joining the Community" (Laura Piche et al.); "Quality of Life for People with Challenging Behavior Living in Community Settings" (Sheryl Larson); "Community Integration Programming as a Preventive Approach to Challenging Behavior" (Brian Abery and Becky Lundeen); "At Home in the Community"; "Inservice Training Project: Support for Community Living" (Richard W. Albin); "Learning to Work: Jack's Story" (Gerry Nord); "Breaking the Cycle of Challenging Behaviors: Early Treatment Key to Success" (David Wacker et al.); "Psychotropic Drugs and Developmental Disabilities: From Form to Function" (Timothy D. Hackenberg and Travis Thompson); and "Summary of the National Working Conference on Positive Approaches to the Management of Challenging Behavior". (DB)

These two theme issues of "Impact" discuss inclusive education for children with disabilities at the preschool to first grade level and at the kindergarten to grade 12 level respectively. The articles present different ways that families and professionals include children with and without disabilities in educational and child care settings, with the common element in their success coming largely through collaboration among many people and agencies. The articles include: "Early Education: Which Path to Inclusion?" (Mary A. McEvoy and others); "The Struggle, the Reward: Two Families' Experiences with Inclusion" (Debra Carroll and others); "Infants, Toddlers, and the Integrated Community" (Linda Kjerland); "Early Intervention in Day Care Settings" (Mary Beth Bruder); "Integration: A Cooperative Effort" (Betty Kasel); "Social Interaction Training for Young Children with Disabilities" (Richard J. Spicuzza); "Staff Training for Inclusion" (Dennis J. Sykes); "Integration in Early Childhood Education: An Administrator's Perspective" (interview with Jean Rochelle); "Transition to Integrated Kindergarten Programs: Child, Family, and Program Issues" (Lynette K. Chandler); "The Million Dollar Question..." (Terri Vandercook and others); "Toward a Shared Agenda for General and Special Education" (Jennifer York); "America 2000: A Revolution in American Education" (Anne Smith and others); "Step by Step: A System's Evolution toward Inclusion" (Richard Schattman); "The Power of One" (Terri Vandercook); "Plungers, Followers, Joiners, and Wailers: A Lesson from Nature" (Terri Vandercook and others); "Interpersonal Skills for Effective Collaboration" (Jacqueline Thousand and Richard Villa); "Creative Problem-Solving: Not Just for Adults" (Michael F. Giangreco); "The Classroom Is 'Where It's At' for Communication Services" (Cathy Macdonald); "Promoting Social Inclusion beyond the School Community" (Brian Abery); and "All Means All...Even the Yes-But and Whadabout Kids" (Marsha Forest and Jack Pearpoint). Lists of suggested reading materials on inclusive learning environments are included (14 entries). (JDD)