Over the course of 20 years at the Institute for Community Inclusion, I have had leadership roles in projects related to family engagement , transition , and employment for individuals with intellectual and developmental disabilities (IDD) in particular, making me well suited as Principal Investigator on the current application. I have developed expertise in research and evaluation of transition practices as it relates to employment, post-secondary education, and community life engagement for youth with IDD. I am currently Co-PI on a 4-year research project exploring transfer-of-rights and guardianship for transition aged youth with IDD funded by the Institute of Education Sciences, as well as Co-PI on a 5-year National Youth Resource Center on Alternatives to Guardianship funded by the Administration on Community Living. I recently acted as Principal Investigator on two lines of research as part of ICI’s Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities. One is related to organizational transformation of employment support providers seeking to close their sheltered workshops and the other involves research around the creation of a comprehensive information, outreach, and support framework for parents of youth with IDD that enables ready and timely access to information about employment throughout the lifespan. My research interests stem from my background providing direct services to families with children with disabilities, autism spectrum disorders, and special health care needs.
The Nevada Governor's Council on Developmental Disabilities sought to engage community stakeholders and acquire knowledge to further the employment agenda by funding three regional summits. Using the State Employment Leadership Network's (SELN)* self- assessment preliminary findings as a basis, the summit steering committee created a framework for summit participants.
Oklahoma’s Developmental Disabilities Services Division (DDSD) realized the need for increased attention towards the goal of community-based employment for individuals they served. Initially, rates were based on a vendor’s costs of providing direct services such as job development and job coaching. It became increasingly apparent that claims for vocational services oftentimes reflected staff activities (e.g., job development, client assessment, and service delivery documentation), which may have been occurring without the direct involvement of the service recipient.
Michigan's Department of Community Health, Mental Health and Substance Abuse Administration (MDCH) has expressed a strong desire to improve the state's employment outcomes among people with intellectual and developmental disabilities (IDD). Set against this desire is a major obstacle: Michigan is among the states hardest hit by the continuing economic recession, with the highest unemployment rate in the nation.
In 2006, a new Maine law mandated the creation of a waiver program that promotes the expansion of supported employment programs for people with intellectual and developmental disabilities (ID/DD). As a result, state funding for sheltered workshops was reduced for seven workshops and approximately 220 individuals throughout Maine.
Sponsored by Wisconsin's Department of Health and Family Services (DHFS) through the use of Medicaid Infrastructure Grant (MIG) funds, Wisconsin's Job Development Mentors Project (JDMP) pairs three seasoned job developers with four community-based employment support providers that cover 12 counties throughout the state.
After the adoption of the Employment First policy in Oregon in 2010, state administrators identified the critical role of case managers for people on the support services waiver, and acknowledged the need for their buy-in and investment in the Employment First agenda. The case managers’ knowledge of the individuals they serve, the conversations they have with individuals and their families, and their knowledge of the community are critical to each individual’s success in finding employment, as well as to the forward movement of the Employment First initiative.
The University of Maine’s Center for Community Inclusion and Disability Studies (CCIDS), along with the Maine Department of Behavioral and Developmental Services (BDS) and the Bureau of Rehabilitation Services, developed the Maine Employment Curriculum (MEC). The comprehensive curriculum fosters best practices in employment supports for people with disabilities statewide by using a cadre of trainers who are supported by the Maine Employment Curriculum project staff.
Friendship is important for all of us! This includes people with and without disabilities. People often feel better and happier when they have friends. As part of a research project about the choices people with disabilities make about work, we interviewed 16 people with intellectual or developmental disabilities (IDD). These people also chose family members and professional staff people for us to interview. We asked them how they made decisions about working and making friends.
As national disability policy prioritizes greater support for community-based integrated employment for individuals with intellectual and developmental disabilities (IDD), the level of participation in services for other daytime activities continues to grow (Winsor & Butterworth, 2012). The role of services related to engagement and participation in community life has to date been largely undefined.