Michelle Reynolds, PhDrwjms.rutgers.edu/boggscenter/documents/Reynoldspacket11-2-12.pdf · Michelle Reynolds, PhD Director of Individual Advocacy and Family Support UMKC Institute
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335 George Street P.O. Box 2688 New Brunswick, NJ 08903-2688 Phone: (732) 235-9300 Fax: (732) 235-9330 Website: http://rwjms.umdnj.edu/boggscenter
Michelle Reynolds, PhD
Director of Individual Advocacy and Family Support UMKC Institute for Human Development
University Center on Excellence in Developmental Disabilities Kansas City, MO
Charting a Life Course: A Framework and Strategies for Supporting
Individuals with Developmental Disabilities and Their Families
November 2, 2012 Doubletree Suites, Mt. Laurel
10/24/2012
1
Charting a New Life Course: A Framework and Strategies for
Supporting Individuals with Developmental Disabilities and Their Families
Michelle “Sheli” Reynolds, SIBLING, PhD Missouri Family-to-Family Resource Center
University of Missouri- Kansas CityInstitute for Human Development
University Center on Developmental DisabilitiesNovember 2, 2012
About Me Sibling of 30 year old brother with
developmental disability Director Individual Advocacy & Family Support
UMKC Institute for Human Development 12 years supporting self-advocacy movement
(People First of MO and SABE) Director of Mo Family-to-Family Disability &
Health Information Center
My Family Goals of Presentation Challenge everyone to think beyond their
current beliefs and understanding Show the impact of history on supports and
services now Provide an overview of the role of the family
throughout the lifespan Describe a new agenda for supports to
individuals and their families across the life course
Charting a New Reality
ChartedTraditional or familiar
SlightlyCharted
Tried but not norm
UnchartedNew or
unfamiliar
UnknownNot yet
discoverednorm
• Removes value judgments and blame• Not a continuum, but current or historical options
• Does not imply it is or isn’t available• Allows for comparison of where you are and where to go
Why Uncharted Waters? Journey: Recognizing
life is not static Exploring: identifying
new options and ppossibilities
Navigating together: Sharing responsibility
Our overall compass is “quality of life”
10/24/2012
2
WHERE WE ARE GOINGWhere we have been………..
Real Lives, Real People….Uncharted Lives
Community
Family
Person
8
Uncharted Life Course
Healthy & Happy
Friends & Family
Financial Stability
What we Know: Charted Disability Services
Community
Family
10
Disability Services
Person with Disability
Unknown Vision for the Future
Healthy & Safe
????????
?????????
Future of Disability Services: Uncharted Lives
Community
Family
Person with Disability
12
10/24/2012
3
Vision for a Future
Services
Healthy & Happy
Friends & Family
Supports
Financing
Meaningful Activity
WHO ARE WE TALKING ABOUT?Making Connections, Finding Solutions Together
Who in the Nation are we Talking About?
National Living Natural
Home
Est. Number of Persons with DD 4.7 Million*
Receiving State DD Services (25%) 1.2 Million*
Of th 25% i i S i 528 000 (44%)* 672 000 (56%)
*Lakin, C., Larson, S., Salmi, P. & Webster, A. (2010). Residential Services for Persons with Developmental Disabilities: Status and Trends Through 2009. Institute on Community Integration, Minneapolis, MN.
Of the 25% receiving Services 528,000 (44%)* 672,000 (56%)
Not receiving State DD Services (75%) 3.5 Million
Total Persons with DD Living in Home in Community 4.17 Million
Another way to look at the numbers….
Total Persons with DD Living in Homes in Community
4.17 Million 87%
Total Persons with DD Living
*Lakin, C., Larson, S., Salmi, P. & Webster, A. (2010). Residential Services for Persons with Developmental Disabilities: Status and Trends Through 2009. Institute on Community Integration, Minneapolis, MN.
Total Persons with DD Living in Residential
528,000 13%
Total Persons with DD 4.7 Million 100%
FOSTER OPPORTUNITIES TO CREATE A VISION FOR THE FUTURE
For Individuals with Disabilities:
Developmental Disability Act, 2000 Disability is a natural part of the human
experience not diminish the right of individuals with
developmental disabilities to enjoy the opportunity to live independently, enjoy self-determination, make choices, contribute to society and experience full integration and inclusion in the
economic, political, social, cultural, and educational, mainstream of American Society.
10/24/2012
4
Vision for the Future
Uncharted
• Shared Living SpaceC
Where will I Live?
• Co-op• Environmental Adaptations
Slightly Charted
• Independent Supported Living
• Home of Your Own
Charted
• Training Centers• Intermediate Care• Group Homes
Vision for the Future
Uncharted
• Remote MonitoringAssistive Technology
Who will Support Me?
• Assistive Technology• Time banks• Human-service coops
Slightly Charted
• Self-directed Services• Respite• Micro-boards
Charted
• Staff hired by Provider
Vision for the Future
Uncharted
• Micro-enterpriseCollege/Tech Schools
What will I do for a living?
• College/Tech Schools• Career• Military
Slightly Charted
• Supported Employment• Volunteerism• AmeriCorps/VISTA
Charted
• Sheltered Workshops• Day Habilitation
Vision for the Future
Uncharted
• Self-determination• Emotional Well-being• Personal Development
What about my Quality of Life?
Personal Development• Interpersonal Relationships• Physical Well-being• Material Well-being• Social Inclusion • Rights
Slightly Charted
• Meaningful Roles• Normalization
Charted
• Health and Safety
For Families with Members with Disabilities:
FOSTER OPPORTUNITIES TO CREATE A VISION FOR THE FUTURE
Family Support and My Family
10/24/2012
5
History of the Role of FamilyEra Understanding of Family Disability Services
1800s- Moral blame assigned to parents
Removal from Society
1900s Child damaged families Removal from Familyg y
1950s Burden of Caregiving Specialized TherapeuticCongregate Services
1980s Families seen as systemPositive Coping
Community Group Residential Supports
1990s Families support children to remain in their home for as long as possible
Family Support programs for children living at home
History of the Role of Family
Era Understanding of Family
Disability Services
2010s Families adapt, accommodate and are resilient
-Family is a main constant in the lives of persons with disability
Recognize that there are additional emotional, physical and financial realities
-Families play significant role across the lifespan regardless of service provision
-Families may need supports for the different roles they play in the lives of their family member
Cared about and LovedSelf-determinedIndependent/interdependent Integrated and IncludedMeaningful life
Family Role Across the Life Course
Caregiver and FamilyBehavior Therapist
27Birth--Early Child--School--Transition--------------Adulthood-----------------Aging
Behavior TherapistSpiritual GuiderPsychiatrist or CounselorSocial PlannerLife CoordinatorProtector and Advocate
Family Roles
Caring About
Affection & Self-Esteem
Repository of knowledge
Lifetime commitment
Caring For
Provider of day-to-day care
Material/Financial
Facilitator of inclusion, recreation, spirituality &
meaningful activities
Advocate for support
Bigby & Fyffe (2012), Dally (1988), Turnbull et all (2011)
Caring About…… Emotional Support
Affection Unconditional love Emotional closeness
S lf E t Self-Esteem Individuality Unconditional membership role (child, sibling, aunt) Deep connections to other community members
Love, Connections, Belonging, MeaningProtection and safety
Caring about……. (continued)
Repository of knowledge Communication styles and habits Culture, values, beliefs, traditions Interpreter of life story
Lifetime commitment Long-term view Futures planning
10/24/2012
6
Caring For…… Provide day-to-day care Material or financial support Facilitate inclusion, recreation, spirituality
and meaningful activitiesand meaningful activities Advocate for Services
Negotiator Gatekeeper to services/consent Monitor Quality Complainant BY SUPPORTING FAMILIES
Supporting Uncharted Lives for Persons with Disabilities
What we Know about Families Unconditional love for their child Resilient and accommodating Feeling Alone and Afraid Lack of Information Lack of Information Unknown Vision for Future Hard to Navigate
Objective of Supports for FamiliesTo support families, with all their complexity and diversity, in ways that maximizes their capacity,
strengths and unique abilities
so they can best support nurture love and facilitateso they can best support, nurture, love and facilitate
the achievement of self-determination, interdependence, productivity, integration and inclusion in all facets of community life for their
family members.
-working definition from National Agenda on Family Support Conference, 2011.
New Supports for Families Charted New Charter
Defined by eligibility, services or programs available, or funding
Not a program or based on eligibility, it is needs defined by the families
Caregiver or parent Family is defined functionally; l f blinclusive of siblings, parents
with disabilities, grandparents
Tension between self-advocacy and family support
Enhances opportunities for self-advocacy and self-determination
Crisis, immediate response Preventative, long-termplanning
Supporting caregiver in order to decrease demand on long-term services
Creates a quality of life for person with DD and their family
Individual:-Supports and services to achieve self-determination, interdependence, integration & Inclusion and productivity
Supporting the Individual with DD in the Family System
36
Supporting Family System:-Information and Training-Peer Support Networks-Day-to-Day Supports
Birth--Early Child--School--Transition--------------Adulthood-----------------Aging
10/24/2012
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New Charter for Family Supports
DISCOVERY AND NAVIGATIONInformation and
PEER SUPPORT NETWORKS
Emotional Supports
DAY-TO-DAY NEEDS
Supports for Role of Training Supports
pp ppDaily Care/Support
Supporting Individuals and Families Across the Lifecourse
Information and Training Supports:
Knowledge and Skills
• Information on disabilityK l d b t b t Emotional
Supports:Mental Health and
Self-efficacy
InstrumentalSupports:
Day-to-Day Needs
• Knowledge about best practices and values
• Skills to navigate and access services
• Ability to advocate for services and policy change
Navigation: Skills
Chartered Unchartered
Knowledge on how to navigate and access services
Available services and eligibility criteria
Understanding and ability to navigate and access different supports within and outside of disability services
Skills to plan for current needs while focusing on a vision for the future
Person-centered/family-centered planning
Individual Education Plans
Building social capital and relationships, developing economic self-sufficiency, long term planning
Ability to advocate for services and policy change
Understand rights and responsibilities
Enhance skills to make a change for self, family and for services and systems
Supporting Individuals and Families Across the Lifecourse
Emotional Supports:Mental Health and
Self-efficacy
• Parent-to-Parent SupportInformationand Training
Supports:Knowledge and Skills
InstrumentalSupports:
Day-to-Day Needs
• Self-Advocacy Organizations• Family Organizations• Sib-shops• Support Groups• Professional Counseling• Non-disability community
support
Supporting Individuals and Families Across the Lifecourse
Information Emotional
Instrumental Supports:Day-to-Day Needs
• Respite/Childcareand Training
Supports:Knowledge and
Skills
Supports:Mental Health and
Self-efficacy
• Adaptive equipment• Home modifications• Financial assistance• Cash Subsidies• Short/Long term planning
with family
REFOCUSING TO RESPOND TO INDIVIDUALS AND FAMILY VISIONS
Life Course Perspective and Formal Service Systems
10/24/2012
8
What is the Life Course Perspective? Looks at areas across the life span
Not disconnected stages Each life stage influences the next
Complex interplay of p p y Biological Behavioral Psychological Social Environmental factors
Policy Brief: A New Agenda for MCH Policy and Programs (2009)
An Example: Health Causes of Heart Disease
Adult Lifestyle Model Change current behaviors
Smoking Diet Diet Exercise Alcohol consumption
Life Course Perspective Biological and Social Factors Starting at pregnancy and building throughout
lifespan
Kuh, D. et al (2003) Life course epidemiology.
Life Course Perspective: Humans are capable of making choices
and creating their own life journeys, within opportunities and constraints
Looks at the impact of historical penvironmental events and early life experiences on adulthood.
Humans are interdependent, with family as the primary arena for experiencing and interpreting the social world
Hutchison, E.D. (2007) A Life Course Perspective
Supporting the Individual“system of supports and services
to achieve self-determination, interdependence, integration,
inclusion and productivity”
Applying Life Course to Disability Systems
46Birth--Early Child--School--Transition--------------Adulthood-----------------Aging
Supporting the Family“system of supports and services
for discovery and navigation, connecting with others and to support
the caregiving/support role”
TRAJECTORY AND TRANSITIONLife Course Perspective
Life Course: Basic Concepts Trajectory: Long-term pattern of stability and
change, which usually involves multiple transitions.
Transition: Change in roles and statuses that represents a distinct departure from prior roles represents a distinct departure from prior roles and statuses.
10/24/2012
9
Trajectory of Life with Disability
Community
Family
Person with
What are you doing to support a Uncharted Life??
49Birth-----Early Child----School----Transition---Adulthood-----Aging
Person with Disability
Community
Family
Disability Services
Person with Disability
Uncharted with Supports
Charted
Community
Family
Disability Services
Person with Disability
Community
Family
Person with Disability
Vision for Community Living
- New realities now that living environment disconnected from supports
- New roles and responsibilities for self-advocates and families
- New Possibilities
Community
Family
Disability Services
Person with Disability
Community
Family
Person with Disability
Vision for a Meaningful Day
- New generation growing up alongside peers- Post-secondary education and Careers- Economic Self-Sufficiency- Increased access to social and recreation- Valued role in community
Community
Family
Disability Services
Person with Disability
Community
Family
Person with Disability
Vision for a Quality of Life
-Building own family and relationships-Community connections provide quality assurance -Fostering self-advocacy and self-determination skills leads to safety and protection-Focusing on meaning of life beyond interventions and concrete day-to-day supports
TURNING POINTSLife Course Perspective
Life Course: Basic Concepts Turning Point: Life event that produces a
lasting shift in the life course trajectory Life event: significant occurrence involving a
relatively abrupt change that may produce serious and long-lasting effectsserious and long lasting effects
10/24/2012
10
Decrease Negative Turning Points Lack of relief from financial, physical and
emotional strains Constant crisis with loved one or family Negative social stigma Negative social stigma Barriers within “systems” that destroy
a vision for the future (policies and culture)
Increase Positive Turning Points Learning from others who “walk the
walk” (peer-to-peer exchange) Seeing it to believe it!! (Successful Lives) Training on How and Educating on Why Training on How and Educating on Why Starting before change, transition or crisis Consistent and on-going message
Fostering Expectations for the Future!!!
Moving Beyond the “What” to “Why and How”
What Why
Information on disability
Specific diagnosis and interventions, therapies, and services
Personal stories of hope, possibilities, and opportunities for now and the future
Knowledge about • Housing • Inclusion and integrationKnowledge about best practices, values, and philosophy
Housing• Education• Employment• Sexuality• Health care• Early childhood• Recreation
Inclusion and integration• Productivity and
meaningful life• Self-Determination• Social Capital• Natural Supports• Family/person-centered
thinking
Strategies for Turning PointsCharted Uncharted
How it is provided • In-person Workshops• Directories• Booklets• Websites• Support Groups
• Webinars• Community Conversations• Blogs, chat rooms• Videos, pictures, personal
testimonies• Support Groups testimonies• Social Media• Text messages
CHARTING THE LIFE COURSEUsing the Life Course Guide
Employment Across the Life Course
Start young Start small Match to interests and abilities Make it a lifetime habit
10/24/2012
11
Young Child
Chores around the house
Helping neighbors Helping neighbors or grandparents
Volunteering at church or in community
School Age
School based clubs or organizations Classroom Aid or Office Helper Helping a neighbor, grandparents, family Community based (scouts church service) Community based (scouts, church, service)
Transition Age
IEP goals focusing on employment
Part Time Jobs Internships Extra curricular
activities Volunteer Job exploration Paying for College
Ben’s Transition Story
Wanted More for Ben Identified 2 places he
could volunteer School provided staff p
support Local public transportation Community connections Now part of adult life
Adult Life
Career Volunteerism Military Military College Business Owner Virtual Work AmeriCorps
Aging
Retiring from work or day activities
Staying connected in th itthe community
Making new friends as old ones are gone
Adjusting to new life realities
10/24/2012
12
Fostering Self-Determination
Community
Family
Person with Di bilit
Learning to be more self-determined starts early and continues throughout the life course
67Birth-----Early Child----School----Transition---Adulthood-----Aging
Disability
Community
Family
Disability Services
Person with Disability
Uncharted with Supports
Charted
Self-Determination Across the Life Course
• Promote making choices• Encourage exploring possibilities• Promote reasonable risk taking• Promote reasonable risk taking• Promote advocacy• Help develop self esteem• Help set goals and plan• Help understand the disabilities/special needs• Encourage problem solving
National Gateway to Self-Determination (2011)
Housing Identify different options for where my
child might live when they are an adult/after high school
Who does my child want to live withy Discuss different living options & pros and
cons of each with them Visit different housing environments
(apartments, dorms, own home, family home modified)
Services, Supports, Financial
Open a joint bank account for the youth Limited bank account/debit card Give plenty of opportunities to practice Help them learn about deciding how to Help them learn about deciding how to
spend money Involve child in meetings about services
and supports Talk about how money earned from
employment might affect benefits such as social security
Social & Recreation Explore their interests so
they can become involved in groups, clubs and other social opportunities of their choosingg
Introduce to new people and places
Support the development of friends and connections in the community
Help your child build “social capitol”
Health & Wellness Help your child understand their disability,
special healthcare need, everyday health needs Teach how to interact with doctors and medical
professionals, including how to explain their own needsT h h t t d /h t t h l h th Teach what to do/how to get help when they are not well
Begin helping your child to manage their own medications
Let your child pay for medical care using their insurance card
Talk to them about their reproductive health and responsibilities
10/24/2012
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Safety & Security Teach the youth what to do in an
emergency Practice drills – fire, tornado, etc. Give them opportunities to learn how to Give them opportunities to learn how to
get around town – ride the bus, cross the street safely, etc.
Give them tools to be able to communicate their needs, problems, etc. to others
Family Support Begin shifting
responsibility to the youth in whatever areas you can
Start letting go of some Start letting go of some of the control and decision making power
Connect your child to a self-advocacy or leadership group
Begin viewing your child as an adult!
DIRECT SERVICES, FAMILIES AND PROFESSIONALS
Building Capacity to Support “Visions”
Supporting ALL Families
Individuals and Individual
receiving formal
Individual receiving formal supports outside
families not receiving formal
services and supports
gsupports in a
family member home
Own home
supports outside of the family home
Provider
Partnering to Support Individual VisionsFamily Formal Supports
Affection & Self-Esteem
Repository of knowledge
Lifetime commitment
Provider of day-to-day care
Material/Financial
Facilitator of inclusion, recreation, spirituality & meaningful activities
Advocate for support
Building Capacity to Support “Visions”
Understanding history of field Focus on self-determination and civil rights Caregiving vs. supporting Becoming part of the fabric of life Becoming part of the fabric of life Balancing outcomes of individual and family Utilizing the knowledge, love and
experience of families Working in others home and environments
10/24/2012
14
Examples of Supporting Relationship and Culture of Family
Ensure Cultural and Family Traditions: environment, food, schedules, values and beliefs, and spirituality
Support participation in Family Holidays and E t Events: holidays, funerals, vacations, birthdays, weddings, graduations
Facilitate reciprocal connections with family members: communication, gifts, special activities
Building “family” to fulfill lifelong commitment roles
BUILDING COMMUNITY CAPACITY TO SUPPORT “VISIONS”
Life Course Perspective
Building Capacity of COMMUNITY STARS
Community
Family
Person with Disability
Types of Activities to Build Capacity Training and education to support change Opportunities to learn, explore, make
mistakes Brainstorming and Problem Solving Groups Brainstorming and Problem Solving Groups
Community of Practice Community Conversations
Peer-to-peer exchange Professionals Direct care workers Families Utilizing New Waivers/Services
DISABILITY POLICYLife Course Perspective
Vision for All People with Disabilities
Community
Developmental Disability Assistance and Bill of
Rights Act, 2000• Enjoy the opportunity to
live independently, E j lf d t i ti Family
Person with Disability
• Enjoy self-determination, • Make choices, • Contribute to society• Experience full integration
and inclusion in the economic, political, social, cultural, and educational, mainstream of American Society.
10/24/2012
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Vision for Services for People with Disabilities
Community
F il
NJ Division of Developmental Disabilities
-Health and safety while respecting the rights of individuals
Family
Person with Disability
-Community-based supports
-Full, integrated, competitive employment
-Individual choice, natural relationships and equity in the provision of supports and services
Pediatrician, Families and Friends, Faithbased
Policies & Systems: Integrated, Coordinated Vision
IDEA Part C, Parents as Teachers, Headstart
School Special Education
Community
Family School, Special Education, Recreation
Vocational Rehab, Employment, College, Military
Disability Services, Housing, College, Careers
Retirement, Aging System
Family
Person with Disability
Moving Policy to Support Uncharted Lives
Community
Family
Community
Family
Disability Services
Person with Disability
Family
Person with Disability
Policy to Support Changing Cohorts“Lag between social change and the
development of public policy to respond to new circumstances and the needs that arise
with social change AND vice versa.”
- Disability Civil Rights Movement- Individuals with Disabilities Education Act- Medicaid Waiver
Hutchinson, E. (2007), Hareven, T. (2000), Riley, (1996).
Real Life and Policy Individualized and Flexible enough to
meet on-going needs of different and evolving “cohorts”
Written from “now” and not building on g“old”
Encourages and integrates multitude of formal and informal supports
Provides opportunities to build the capacity to implement the new policy or paradigm
MAKING CONNECTIONS:FINDING SOLUTIONS TOGETHER
Charting a New Life Course
10/24/2012
16
Making Connections:Finding Solutions Together
Supports WITHIN AND BEYOND the disability service system across the lifespan
Help persons with disability and their families PLAN FOR POSSIBILITIES and dreams before crisis life-transitions and futurebefore crisis, life transitions and future
Define EXPECTATIONS, roles and responsibility of service system, individuals, their families and their community
Provide PREVENTIVE SUPPORTS to lessen the intensity, frequency and long-term nature of crisis services.
Our Uncharted Life
Life isn’t about how to survive the survive the storm, but
how to dance in the rain.
-unknown
ReferencesBen-Shlomo, Y., & Kuh, D. (2002). A life course approach to chronic disease epidemiology: conceptual models, empirical challenges and interdisciplinary perspectives. International Journal of Epidemiology, 31: 285-293.Bigby, C., & Fyffe. C. (2012). Services and Families Working Together to Support Adults with Intellectual Disability. Proceedings of the Sixth Roundtable on Intellectual Disability Policy.Bundoora: La Trobe University.Calkins, C., Wehmeyer, M., Bacon, A., Heller, T., & Walker, H.M. (2011) Introduction to the special issue on scaling up efforts to promote the self-determination of people with developmental disabilities. Exceptionality, 19(1):2-5.Dalley, G. (1988). Ideologies of caring: Rethinking community and collectivism. Basingstoke: MacMillan.Developmental Disabilities Assistance and Bill of Rights Act of 2000. Public Law 106-402 U.S. Code 42 2000 § 15001.Family Support Agenda (2012). Building a national agenda for supporting famiies wit a member with intellectual and developmental disabilities. Fine, A., Kotelchuck, M., Adess, N., & Pies, C. (2009). Policy brief. A new agenda for MCH policy and programs: Integrating a life course perspective. Martinez, CA: Family, Maternal, and Child Health Programs Contra Costa Health Services.Hutchison, E.D. (2007). A Life course perspective. In Hutchison, E.D., Dimensions of human behavior: The changing life course(4th ed, pp. 1-38). Thousand Oaks, CA: SAGE.Kuh, D., BenShlomo, Y., Lynch, J., Hallqvist, J., & Power, C. (2003). Life course epidemiology. Journal of Epidemiology and Community Health, 57(10): 778-783.
References (continued)Missouri Family to Family (2012). Charting the life course: A guide for individuals, families, and professionals. Kansas City, MO: Institute for Human Development, University of Missouri-Kansas City.Lakin, C., Larson, S., Salmi, P., & Webster, A. (2010). Residential services for persons with developmental disabilities: Status and trends through 2009. Institute on Community Integration, Minneapolis, MN.National Gateway to Self-Determination (2011). Research to practice in self-determination series. National Training Initiative on Self-Determination and the gAssociation of University Centers on Disabilities.Hareven, T. (2000). Families, history, and social change: Life course and cross-cultural perspectives. Boulder, CO: Westview Press.Riley, M. W., & Riley Jr, J. W. (1996). Generational relations: A future perspective. Aging and Generational Relations: Life-course and Cross-cultural perspectives, 283-291.Seltzer, M. M. (1985). Informal supports for aging mentally retarded persons. American journal of mental deficiency, 90(3), 259.Turnbull, A., Turnbull, R., Erwin, E., Soodak, L., & Shogen, K. (2011). Families, professionals, and exceptionality: Positive outcomes through partnership and trust. Boston MA: Pearson.
Contact InformationSheli Reynoldsreynoldsmc@umkc.edu816.235.1759
R f rReferencesBen-Shlomo, Y., & Kuh, D. (2002). A life course approach to chronic disease epidemiology: conceptual models empirical challenges and interdisciplinary perspectives International Journal of Epidemiology models, empirical challenges and interdisciplinary perspectives. International Journal of Epidemiology, 31: 285-293.Bigby, C., & Fyffe. C. (2012). Services and Families Working Together to Support Adults with Intellectual Disability. Proceedings of the Sixth Roundtable on Intellectual Disability Policy.Bundoora: La Trobe University.Calkins C Wehmeyer M Bacon A Heller T & Walker H M (2011) Introduction to the special Calkins, C., Wehmeyer, M., Bacon, A., Heller, T., & Walker, H.M. (2011) Introduction to the special issue on scaling up efforts to promote the self-determination of people with developmental disabilities. Exceptionality, 19(1):2-5.Dalley, G. (1988). Ideologies of caring: Rethinking community and collectivism. Basingstoke: MacMillan.Developmental Disabilities Assistance and Bill of Rights Act of 2000. Public Law 106-402 U.S. Code 42 2000 § 150012000 § 15001.Family Support Agenda (2012). Building a national agenda for supporting famiies wit a member with intellectual and developmental disabilities. Fine, A., Kotelchuck, M., Adess, N., & Pies, C. (2009). Policy brief. A new agenda for MCH policy and programs: Integrating a life course perspective. Martinez, CA: Family, Maternal, and Child Health Programs Contra Costa Health ServicesPrograms Contra Costa Health Services.Hutchison, E.D. (2007). A Life course perspective. In Hutchison, E.D., Dimensions of human behavior: The changing life course(4th ed, pp. 1-38). Thousand Oaks, CA: SAGE.Kuh, D., BenShlomo, Y., Lynch, J., Hallqvist, J., & Power, C. (2003). Life course epidemiology. Journal of Epidemiology and Community Health, 57(10): 778-783.
R f r ( ti d)References (continued)Missouri Family to Family (2012). Charting the life course: A guide for individuals, families and professionals Kansas City MO: Institute for Human Development families, and professionals. Kansas City, MO: Institute for Human Development, University of Missouri-Kansas City.Lakin, C., Larson, S., Salmi, P., & Webster, A. (2010). Residential services for persons with developmental disabilities: Status and trends through 2009. Institute on Community Integration, Minneapolis, MN.g , p ,National Gateway to Self-Determination (2011). Research to practice in self-determination series. National Training Initiative on Self-Determination and the Association of University Centers on Disabilities.Hareven, T. (2000). Families, history, and social change: Life course and cross-cultural perspectives. Boulder, CO: Westview Press.Riley, M. W., & Riley Jr, J. W. (1996). Generational relations: A future perspective. Aging and Generational Relations: Life-course and Cross-cultural perspectives, 283-291.Seltzer, M. M. (1985). Informal supports for aging mentally retarded persons. American j l f l d fi i 90(3) 259journal of mental deficiency, 90(3), 259.Turnbull, A., Turnbull, R., Erwin, E., Soodak, L., & Shogen, K. (2011). Families, professionals, and exceptionality: Positive outcomes through partnership and trust. Boston MA: Pearson.
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