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Despite progress, there is a continuing need for resource information about available supports for full inclusion of students with disabilities in educational settings. This information packet, substantially revised from 1993, is intended to provide basic information on timely subjects within inclusive education and to assist interested people in gaining better access to these materials. Resources are topically categorized by: (1) Case Studies and Strategies for Inclusion; (2) Parents and Families: (3) Policy; (4) Preschool Resources: (5) Research; (6) Teacher and Professional Resources; (7) Theoretical Foundations and Philosophy; (8) Newsletters and E-Newsletters; (9) Organizations and Projects; (10) Websites; and (11) Resources on IDEA (The Individuals with Disabilities Education Act.)

This report describes the best practices identified by eight projects in upstate New York funded to work towards increasing the number of individuals with developmental disabilities who serve in leadership roles on policy boards and planning committees of community agencies and organizations. Programs were based on the model developed by Capabilities Unlimited in Cincinnati (Ohio). The model focuses on bringing together as a TRIAD, persons with developmental disabilities, mentors, and board representatives to participate as partners within community agencies. Participating projects responded to a questionnaire after the first grant year, the community development phase. The community development phase involves planned interventions to induce positive structural changes in the community through citizen participation. Following an introductory chapter, each chapter focuses on a specific segment of the community development phase. Each chapter also closes with a summary of key strategies for future practice. Chapters address: (1) pre-launch activities; (2) outreach; (3) cultivating a cultural role model; (4) keeping the community connected to the process of inclusion; (5) successful outcomes; (6) major barriers successfully overcome; and (7) lessons learned. Seventeen appendices include project letters, resource lists, fact sheets, brochures, questionnaires, job descriptions, and training schedules. (DB)

This report on Community Vision, Inc. is part of a series documenting innovative supports for community living for adults with severe disabilities. Community Vision was created as an alternative to facility-based services in Oregon that would intentionally focus on providing inclusive community living for those with the most severe disabilities who were still in institutions, nursing homes, and other facilities. The agency currently supports 45 adults in community living, jobs, social relationships, and other community activities. The report is based on a site visit to the agency in August 2000 that included interviews and visits with people who are supported by Community Vision, family members, and agency staff and administrators. The lessons the agency has gained from direct experience of supporting individuals with severe disabilities in the community in Oregon contribute to the agency's key strengths, which include a focus on promoting a sense of home, personal control and choice; relationships, work, and meaningful community involvement for the people the agency supports; and an organizational focus on planning and teamwork/collaboration. These combined strengths are discussed, along with examples of how individuals are supported. Challenges facing Community Vision, Inc. are also discussed. (CR)

This paper describes the Pathfinders program in New York (New York), which works to facilitate the full integration of adults with developmental disabilities into workplaces and neighborhoods. The paper is organized around the question of whether students graduating from special education can find paid and volunteer work in community settings, become involved in social and recreational activities in their neighborhoods, and develop new friendships and associations in these settings. Discussion focuses on the concept of "capacity thinking," which stresses five ideas: (1) building a capacity view of the individual; (2) challenging deficiency thinking; (3) discovering opportunities; (4) increasing expectations; and (5) advocating for necessary resources and services. Other principles include person-centered work and development projects, making space to work outside the current system of special education and adult services, investing in renewal, forum creation, and person-centered planning. Excerpts from participants' comments on their experiences illustrate the paper's ideas. (Contains 14 references.) (DB)

This report discusses the accomplishments and challenges of the Vermont Self-Determination Project (SDP), a 3-year project designed to empower individuals with developmental disabilities to create the quality of life they desire for themselves and, by discovering and sharing their natural gifts and talents, to nourish and enrich both their own lives and those of their communities. To meet this goal, the SDP has worked collaboratively with people with disabilities and families to promote statewide systems change both to increase opportunities for choice and control and to decrease barriers to choice and control. The report is based on interviews conducted with SDP teams, other project staff, and individuals with disabilities and families of individuals with disabilities who have had some contact or involvement with SDP teams. The report addresses four areas: opportunities for self-determination at the individual level, systems change to promote self-determination, self-advocacy, and issues related to implementation of the SDP itself. For each area, there is a discussion of accomplishments and challenges. This is followed by a section addressing next steps that were identified during the course of the research, and a brief conclusion. Findings indicate SDP has made a significant contribution to comprehensive systems change. (CR)

This report is part of a series of reports designed to document innovative daytime and supported living practices. It is based on a site visit to Katahdin Friends, Inc. (KFI) in March 1998. Since the mid-1980s, KFI, located in Millinocket, Maine, has transformed its supports for people with developmental disabilities from those that promote segregation to those that promote community inclusion and membership. KFI has transformed their preschool into an integrated preschool and closed the special purpose school, transferring children into regular public schools. In addition, they closed both the workshop and the day program, opting instead to support people in community jobs and other meaningful, integrated daytime activities. At the time of the site visit, the agency provided supported living services to 22 people and day services to 14 individuals. The first section of the report describes some of the key factors that facilitated conversion. The next section presents examples of community supports provided by the agency. A concluding section discusses key components to the conversion process, including a value base that plays a strong role in guiding decisions and actions, persistence, creativity, a focus on relationships, and collaboration. (CR)

A series of individual and small-group interviews on self determination for individuals with disabilities was conducted as part of the Vermont Self-Determination Project, a 3-year project to implement a statewide system change designed to allow people with developmental disabilities to have control and choice in their lives. The interviews were held with four teams, each composed of a consumer, a family member, and a service agency representative. Additional interviews were conducted with non-team project staff. Results from the interviews indicated that: (1) an important component of self-determination is individual control over lives and money; (2) self-determination must go hand-in-hand with the further development of self-advocacy; (3) it is important that agencies, families, and others work with teams to further support the growth of self-advocacy; (4) clarity is needed on areas of responsibility for individuals who elect to manage their own money through an intermediary service organization; (5) quality-of-life issues need to be examined within the context of self-determination; and (6) real choices are limited within the existing system. Success and challenges of the project and the self-determination teams are discussed. (CR)

This report describes the closure process for Brandon Training School, Vermont's only public institution for people with mental retardation and developmental disabilities, until it was closed in 1993. The report was developed through a review of documents and interviews with state administrators, local program directors and staff members, former Brandon employees, members of the Brandon town community, former residents and parents, advocates, attorneys, university researchers, and others. Topics discussed include what Brandon was like, origins of the idea of closure in the mid-1970s, issues for the advocacy community, beginning the closure process through development of a "Unification Plan," the role of the Division of Mental Retardation, the role of community providers, service development, building an infrastructure, moving toward individualized services, creating safeguards, challenges for the community service system, labor and economic issues for the Brandon community, physical plant issues, and social impact. A concluding section summarizes 10 key factors related to closure. These include recognition of shared values and common vision, responsiveness of administrators, and collaboration among community service providers. (Contains 14 references.) (DB)

This report discusses the results of a case study of Working Order, a Pennsylvania program designed to develop entrepreneurs with and without disabilities by sharing the expertise, resources, and skills of small business owners. The strategy of the program is to invite competitive entrepreneurs, those who could likely produce and sell their services or products on the open market, to share space with and support entrepreneurs who would likely not be able to compete in the marketplace due to their disabilities. The report describes how the program was started, its organizational structure and financing, its location in a former high school that has been converted to a community center, advantages to members, the business plan, and mentorships. Support strategies and three member profiles are discussed. Experiences with cooperative entrepreneurship, the importance of a well-developed mission statement, advantages of entrepreneurship for people with severe disabilities, ways to by-pass traditional funding and regulatory mechanisms, and the benefits of mutual support are also addressed. The report closes with a discussion on the challenges that Working Order is facing, including enticing competitive entrepreneurs. (CR)

This report on "Options for Individuals" is part of a series documenting innovative supports for community living for adults with severe disabilities. Options for Individuals, which began in 1984 in Kentucky, uses Medicaid waiver funding to support 29 people with severe and often multiple disabilities during the day. While the program is based at a facility, the agency has a long history of creative community-building efforts that they have used to get people involved in meaningful activities and relationships outside of the facility. In doing so, they have facilitated peoples involvement in paid and volunteer work, varied leisure interests, and social engagements. This report, based on a site visit in June 1997, documents the positive community-building efforts used by Options to create meaningful daytime opportunities and connections for the people they support. It describes key strategies Options uses to promote community participation and relationships, including recognition of the importance of place, active involvement in facilitating the development of relationships, focus on variety of peoples daytimes, use of an in-depth person-centered planning process, and long-term commitment to people. The experiences of three clients are highlighted. The report also discusses some of the challenges faced in relation to these efforts. (CR)

This site-visit report describes Common Ground, a program located in New Hampshire that supports 52 people with developmental disabilities, including some with severe and multiple impairments, in a broad range of individualized, integrated daytime activities, including supported and competitive employment, self-employment, volunteer work, and the pursuit of recreational/leisure activities. The organization of Common Ground, its development, and the changes it undertook in order to provide individualized support are discussed. Three key areas of innovative practices and challenging dilemmas at Common Ground are reviewed, including agency change, self-determination, and valued community roles and membership. Lessons learned are that: (1) change is not a formula; (2) new agency roles mean relinquishing control; (3) new staff roles mean reliance on the community; (4) support for staff is key to successful change; (5) change involves trade-offs that may bring both advantages and disadvantages; (6) individualized funding is needed to promote self-determination; (7) self-employment opportunities are important; (8) advocacy/self-advocacy must be encouraged; (9) roles and relationships take time; (10) roles and relationships require shared community place and experiences; and (11) Common Ground only supports people for a limited part of their day. (CR)

The materials compiled into this information package focus on women and girls with disabilities and the specific issues they face in society. Part 1 contains the overview article "Obstacles to Equality: The Double Discrimination of Women with Disabilities" (Rannveig Traustadottir), which reviews the existing literature on women with disabilities and compares how women with disabilities fare in the traditional female sphere of reproduction and nurturing, education, and employment as compared to women without disabilities and men with disabilities. Part 2 is an annotated listing of resources written by and/or about women and girls with disabilities. Subjects in this section include general issues, life histories, education, employment and rehabilitation, health issues, women and care, motherhood and reproductive rights, sexuality, sexual abuse, and fiction. Part 3 provides information on teaching materials about women and girls with disabilities. This part also lists other practical materials, such as a manual for accessibility. Part 4 provides information about support groups for women and girls with disabilities and how to start networking projects. This section also contains information about women's periodicals and organizations which include women with disabilities. Part 5 provides information about women and disability that is available on the Internet. (CR)

This case study describes the recent development of two housing co-ops "Courtyard" and "CHORD," in Toronto (Ontario, Canada) that are inclusive of people with disabilities, that is, the co-ops were developed by people with disabilities, their families, and friends. Focus is on components utilized in the planning and development of the co-ops by their umbrella organization, Neighbors Allied for Better Opportunities in Residential Support (NABORS). The report is based on a site visit in April 1994 to the first of the co-ops, open for 10 months at that time. Background information notes the importance of the involvement of people with disabilities, parents, and advocates, and the value of the co-op as an intentional community, not just a housing co-op. A section on co-op organization describes the two co-op housing complexes and the support organization, including their boards of directors, a vision statement, co-op subsidies, membership issues, and allocation of government aid. A statement of principles addresses issues of community, natural social support, membership participation, self-determination, and nondiscrimination. Another section provides quotes from personnel involved in the development of intentional community. The study concludes with a statement emphasizing the importance of organizational clarity, intentional community, full participation for everyone, and relationships. (DB)

This report describes a program designed to increase opportunities for people with developmental disabilities to lead good lives in places of their own, strengthen their communities, and enjoy a genuine sense of self-worth. In addition to offering independent services, the Training Toward Self-Reliance (TTSR) program staff have increased their capacity and commitment to support people with multiple disabilities or those who need more intensive levels of support than those typically offered through independent living services. Services provided include helping people get their own homes or apartments, helping people arrange and manage personal assistance and other in-home supports, and assisting people to develop social relationships and networks. Expertise has been developed in supporting parents who themselves have disabilities, supporting adults with developmental disabilities to manage their own personal assistance services, and supporting people with disabilities whose lives have been substantially affected by social problems associated with poverty, substance abuse, and interpersonal turmoil. The first section of the report describes supports provided by TTSR to a few individuals who are representative of many others supported by the agency. The second section discusses key values that determine agency response and strategies that TTSR uses to provide services that support, not control, individuals with developmental disabilities. (CR)

This report describes the experiences of one California nonprofit agency which evolved, in less than 3 years, from supporting 65 people with autism and other challenging behaviors in 13 group homes to supporting 57 people who live in their own homes. The report describes the program's initial focus on providing integrated services in the group homes and providing community living services for individuals desiring them, and then the eventual decision to close all the group homes. Opportunities and strategies which contributed to this rapid transition are briefly summarized, noting the agency tradition of parental involvement, willingness to consider many alternatives for individuals, and utilization of diverse sources of funding. Current efforts in the evolutionary process are explained, including implementation of "circles of support" (in which the individual, family, and staff meet regularly and share decision-making); rearranged staff responsibilities (with emphasis on matching living assistants with clients); and continuous formal and informal staff development activities. Two case studies of individuals who live independently but receive support 24 hours a day, 7 days a week are presented to illustrate the positive effects of the change on the lives of individuals. (DB)

This packet of information focuses on innovative practices related to supported living for people with disabilities. It opens with an article by John O'Brien, "Supported Living: What It's Not," which summarizes common misunderstandings of supported living. The next section describes eight innovative agencies in the area of support living. The common attributes of these successful agencies are identified and include small size, nonhierarchical, nonbureaucratic, and have a personal structure; leadership driven by people and values; clear work principles; an image defined by issues which affect people's lives rather than narrow service categories; and an openness to change. Two additional agencies that are in the process of developing supported living services are also described. A section on considerations in implementing supported living discusses housing, support, person-centered planning, individualized funding, and service brokerage. The final section lists resources for additional information, including organizations, available written materials, and World Wide Web sites on the Internet. (CR)

This report evaluates a self-directed personal service (SDPS) program operated through the larger Enable Program for people with disabilities in Onondaga County, New York. First, it contrasts characteristics of traditional personal assistance services (such as low pay, agency-determined, limited types/levels of support, and program management through agencies) with characteristics of consumer-driven personal assistance services (including reasonable pay, person-determined, provision of whatever support is needed, and variety of program management options). Next, it describes potential personal assistance services in the areas of personal care, household, community, cognition, communication, mobility, infant and child care, and security and safety-enhancing services. The SDPS program allows people with disabilities to determine who provides assistance, what types of assistance are provided, and where and when the assistance is needed. Interviews with 16 SDPS participants found participants were: satisfied with the SDPS program; generally able to obtain the assistance they desired from the program; and dissatisfied with other services. Issues are identified, including support for people living in agency-controlled settings, program growth, provision of adequate pay and benefits to personal assistants, funding/management options, and availability to a diversity of people. (CR)

This report describes the development of integrated community services for people with severe disabilities by Job Path, a New York City agency which currently provides services to approximately 250 people. A current emphasis of the agency is increased consideration of the individual's life outside of the work setting. Critical factors in the agency's success are explained, including: (1) establishing a clear direction; (2) defining staff responsibility; (3) developing shared leadership; (4) adopting flexible approaches; and (5) collaborating with policy makers, other service providers, and families. Three case studies illustrate the agency's attention to individual needs in the areas of independent living, personal interests, and recreational activities. (DB)

Michigan was the first state to apply the permanency planning philosophy to children in the mental health system who have developmental disabilities or severe emotional disorders. Permanency planning involves identifying strategies for supporting children within permanent family relationships. This report outlines how the permanency planning philosophy is being implemented in Michigan's developmental disabilities and mental health systems, through family reunification, foster care, shared parenting, and adoption. It describes services provided by community mental health boards and children's initiatives of the Department of Mental Health. The state's efforts to engage in interagency collaboration are also discussed, along with challenges presented by the cultural diversity within the state. The perspectives of biological, foster, and adoptive families on issues in permanency planning are explored. The report concludes that, while many problems and concerns were identified, the fact remains that children with disabilities in Michigan have a better chance than anywhere else in the U.S. of having a stable and permanent family to live in, and of having much of the support they need. (Contains 17 references.) (JDD)