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					                                                           Winter 2011


Publications
Institute on Community Integration • University of Minnesota
A University Center for Excellence in Developmental Disabilities




                                             New!
                                             Impact issue on
                                             postsecondary
                                             education. See p. 1.
                                      Welcome	to	the	Winter	2011	catalog	of	publication		
                                      highlights	from	the	Institute	on	Community	Integration
This catalog includes resources
from the Institute and its six        Dear Friends,
affiliated centers –                  We are excited to share with you this catalog highlighting some
                                      of the resources of the Institute on Community Integration, a
•	 National	Center	on	Educational	
                                      federally-designated University Center for Excellence in Develop-
   Outcomes
                                      mental Disabilities located at the University of Minnesota. The
•	 National	Center	on	Secondary	      Institute is committed to the work of removing barriers to the full
   Education	and	Transition
                                      participation of people with disabilities, and those at-risk, in all
•	 North	Central	Regional	 	          areas of community life. This catalog’s highlighted publications
   Resource	Center                    from our collection of over 400 resources provides what we hope
•	 Partnership	for	Accessible         will be valuable tools for educators, community service providers,
					Reading	Assessment               families, advocates, individuals with disabilities, and others. To
•	 Research	and	Training	Center	on	
                                      explore all the publications of the Institute please visit:
   Community	Living                          http://ici.umn.edu/products
•	 Research	Institute	on	Progress	    To subscribe to ICI Updates, our free monthly e-mail containing
   Monitoring                         information about new resources from the Institute, go to:
                                             http://ici.umn.edu/subscribe.php
                                      And if you have questions, you can reach us at:
                                             (612) 624-4512 or icipub@umn.edu
                                                                                                                                               1




                Impact Newsletter
           Impact features practical information useful to families, educators,
              community service providers, policymakers, self-advocates,
           advocates, and others. Each issue focuses on a different life area in
       relation to persons with intellectual, developmental and other disabilities.




   !
NEW
 Feature	Issue	on	Postsecondary	 	                and school, to personal stories of dating    Feature	Issue	on	Early	Childhood
 Education	and	Students	with	     	               and marriage, to legal and ethical issues    Education	and	Children	with	
 Intellectual,	Developmental	and	                 for service providers, all with the goal     Disabilities
 Other	Disabilities                               of supporting the right and opportunity
                                                                                               How can families and early childhood
                                                  for people with disabilities to experience
 Postsecondary education is a primary goal                                                     professionals provide quality, inclusive
                                                  and express this essential dimension of
 for the majority of high school students                                                      early childhood education for young
                                                  human life. (2010)
 with transition plans. However, only about                                                    children with and without disabilities?
 3 in 10 young adults with disabilities have      Feature	Issue	on	Aging	and	People	           That’s the question posed in this Impact
 taken postsecondary education classes                                                         issue. In its pages, parents reflect on their
                                                  with	Intellectual	and	Developmental	
 since high school. And among those                                                            experiences with early childhood educa-
                                                  Disabilities
 with the lowest rate of participation are                                                     tion and inclusion for their children, and
                                               As the number of adults age 60 and over         researchers and practitioners discuss
 students with intellectual disabilities. This
                                               who have intellectual and developmental         strategies for identifying and providing
 Impact issue explores what we know, and
                                               disabilities grows, there is also a grow-       quality, inclusive programs. (2009)
 what we still need to know, about what
                                               ing need for information about how this
 works to support increased participation
                                               population experiences aging, and about
 of students with disabilities, especially
 those with intellectual disabilities, in post-
                                               promising approaches to quality services          Impact is available in print and online.
                                               and supports. Impact: Feature Issue on
 secondary education and why that partici-                                                       To download online at no charge visit:
                                               Aging and People with Intellectual and
 pation is important. (February 2011)
                                               Developmental Disabilities offers fresh,            http://ici.umn.edu/products/
                                               practical, and challenging perspectives
 Feature	Issue	on	Sexuality	and	People	 on supporting aging individuals with                         newsletters.html#impact
 with	Intellectual,	Developmental	and	 disabilities and their families. It includes                       To request print copies,
 Other	Disabilities                            articles on topics ranging from family              or sign-up for a free subscription,
 What does it mean to affirm and support       relationships, spirituality, and health, to               call (612) 624-4512 or
 a positive, healthy sexuality for individuals community inclusion, futures planning,
 with disabilities? That’s the focus of this
                                                                                                       e-mail	icipub@umn.edu.	
                                               and Alzheimer’s. (2010)
 Impact issue. Its articles cover topics rang-                                                   The first print copy of each issue is free;
 ing from sexuality education in the home                                                                additional copies are $4.
 For information on all 25+ issues of Impact,	visit	http://ici.umn.edu/products/newsletters.html#impact
2




                         Transition &
                       K-12 Resources


    Response	to	Intervention:	Ensuring	 Together	We	Make	a	Difference:	          Check	&	Connect:
    Achievement	for	All                      An	Inclusive	Service	Learning		     A	Comprehensive	Student	
    Response to intervention (RtI) is a      Curriculum	for	Elementary	Learners	 Engagement	Intervention	Manual
    promising reform that leads to increased With	and	Without	Disabilities       By Sandy Christenson, Martha Thurlow,
    student achievement and overall school                                                          Mary Fox Sinclair, Cammy Lehr, Colleen Kaibel,
                                                    By Terri Vandercook and Jo Montie
    improvement in preK-12 education. This                                                          Amy Reschly, Ann Mavis, and Angie Pohl
    video illustrates the implementation of         This innovative curriculum provides             The Check & Connect manual walks users
    RtI at the elementary school level as part      educators and youth workers with a new          through the implementation process for
    of a model demonstration project. (An           tool for engaging all elementary-age            this comprehensive, targeted interven-
    additional short video, Response to Inter-      learners in service learning. Its research-     tion designed to enhance K-12 students’
    vention for Pre-K, is also included on the      based activities guide instructors in help-     engagement at school and with learning
    DVD). A description of the core compo-          ing children with and without disabilities      through relationship building and prob-
    nents of the 3-tier RTI model is shared,        become partners in planning and carry-          lem solving. One of 30 dropout preven-
    including: screening, core instruction,         ing out service learning projects, while        tion interventions rated by the U.S.
    intensive interventions, progress moni-         teaching social and life skills to children     Department of Education’s What Works
    toring, data review meetings, and fidelity      of all abilities, meeting education stan-       Clearinghouse, it is the only program
    of implementation. In addition, the             dards in a variety of academic areas, and       found to have strong evidence of positive
    perspectives of those involved in the pilot     challenging stereotypes about young             effects for staying in school. The manual
    project featured in the video – a collabo-      people with disabilities. The 360-page          outlines the key components of Check &
    ration between the Research Institute on        binder includes an overview of quality          Connect, describes the steps to implement
    Progress Monitoring at the Institute on         service learning, detailed lesson plans,        this research-based model, and presents
    Community Integration and Minneapolis           strategies for supporting inclusion dur-        the underlying theory. Training is offered
    Public Schools – are shared. The video          ing lessons (including adaptation and           for school districts and youth organiza-
    was developed by the Research Institute         accommodation ideas, and guidance in            tions desiring additional assistance in
    on Progress Monitoring. Length: 16:22.          aligning lessons with IEP goals and objec-      implementation (for training information
    (2010)                                          tives), and master copies of handouts. In       see http://checkandconnect.org or call
    •	Cost:	$35	for	DVD.	Also	available	for	free	   addition, national standards in English,        (866) 434-0010). (2008)
    viewing	online	at	http://progressmonitoring.    social studies, and 21st century skills
    net                                             are infused into the curriculum. Together       •	Cost:	$45	each	(1-19	copies),	
                                                                                                    															$40	each	(20+	copies)
                                                    We Make a Difference was developed by
                                                    a partnership of the Institute and the          To	learn	more	about	the	Check	&	Connect	
                                                    National Inclusion Project. (2010)              model	and	the	research	behind	it	visit	http://
                                                                                                    checkandconnect.org
                                                    •	Cost:	$59.	To	preview	sections	of	the		
                                                    curriculum	visit	http://ici.umn.edu/products/
                                                    curricula.html#isl
                                                                                                                                                      3




The	Young	American	Indian		                        Expanding	the	Circle:	                             Resources on Curriculum-
Entrepreneur	Curriculum                            A	Transition	Curriculum	for	                       Based Measurement and
By Jean Ness, Bryon Jon Maciewski, and             American	Indian	Youth
Dennis Olson, Jr.
                                                   By Jean Ness and Jennifer Huisken
                                                                                                      Progress Monitoring
This innovative curriculum guides
                                                   This popular curriculum presents a
                                                                                                      (www.progressmonitoring.net)
American Indian high school students
                                                   structured process and a set of culturally         For the past five years the Research
(grades 9-12) in exploring entrepre-
                                                   relevant activities to facilitate successful       Institute on Progress Monitoring
neurship as a viable vocation. Based on
                                                   transition from high school to adult life          (RIPM) at the Institute on Commu-
the content of summer programs for
                                                   for American Indian high school stu-               nity Integration has been working on
transition-age students held at Fond du
                                                   dents. It includes activities based on             developing a seamless and flexible
Lac Tribal and Community College in
                                                   work with hundreds of American Indian              system of student progress monitor-
Minnesota, the curriculum is grounded
                                                   high school youth, paraprofessionals,              ing to be used in K-12 schools across
in the National Content Standards for
                                                   teachers, and administrators. Aligned              ages, abilities, and curricula. RIPM
Entrepreneurship Education (NCSEE)
                                                   with the Minnesota graduation stan-                has developed and tested a number
developed by the Consortium for
                                                   dards, and applicable elsewhere, it was            of measures through its research in
Entrepreneurship Education. It can be
                                                   developed to include family and commu-             areas including early numeracy, early
implemented as a summer program, or
                                                   nity members in the transition process,            writing, and students with significant
its activities can be components of other
                                                   and created with students’ varying and             cognitive disabilities. On the RIPM
courses and programs such as basic busi-
                                                   unique strengths and abilities in mind.            Web site (www.progressmonitoring.
ness and money management courses,
                                                   The curriculum package includes one                net) are the following free resources
and transition and career advising pro-
                                                   Onaakonan System (OS), a personal port-            that have grown out of its work on
grams. Its 61 lessons are organized into
                                                   folio system designed to help students             curriculum-based measurement and
three modules – Entrepreneurial Skills,
                                                   plan for their future in an organized and          progress monitoring:
Ready Skills, and Business Functions.
                                                   structured way. (2002)
Each lesson is approximately 30-60 min-                                                               • The online video, Response to Inter-
utes in length, and the manual includes            •	Cost:	$65	for	the	curriculum	package,	$9	for	
                                                                                                        vention: Ensuring Achievement for All.
complete lesson plans and handout                  each	additional	OS.	To	learn	more	about	the	
masters. For schools and organizations             curriculum	visit	http://ici.umn.edu/etc/	          • Over 30 technical reports summa-
                                                   curriculum                                           rizing findings of RIPM’s work.
desiring to offer it as a summer program,
the manual includes planning materials                             •	Also	available	is	the	Finding    • Measures developed by RIPM in
to help them organize, promote, and                                Our Voice	DVD	that	tells	the	        the areas of early numeracy, early
operate their own summer program. It                               stories	of	four	American	Indian	     writing, and students with signifi-
was developed by Fond du Lac Tribal and                            students	making	a	successful	        cant cognitive disabilities.
Community College and the Institute on                             transition.	•	Cost:	$55.	
                                                                                                      • A searchable database of publica-
Community Integration. (2010)
                                                                                                        tions related to curriculum-based
•	Cost:	$50.	For	more	information	and	to		 	                                                            measurement.
preview	sections	of	the	curriculum	visit	http://
ici.umn.edu/etc/products/entrepreneur.htm                                                             •	To	learn	more	about	RIPM’s	work,	visit	its	
                                                                                                      Web	site,	e-mail	ripm@umn.edu	or	call
                                                                                                      (612)	624-5776.
Find more K-12 curricula, resource guides, and other materials at
http://ici.umn.edu/products
4




                Direct Support
               Workforce Development
      The Institute’s Research and Training Center on Community Living produces
       extensive resources on Direct Support Workforce development, including
      materials for service providers, families, and individuals to use in recruiting,
        hiring, training, and supervising Direct Support Professionals (DSPs).




    DSP	Code	of	Ethics	Materials               Frontline	Initiative	Newsletter                  Direct	Support:	
    This series of materials on the Code of
                                                                                                A	Realistic	Job	Preview
                                               Direct Support Professionals (DSPs)
    Ethics for Direct Support Professionals    will find practical information and                 The real, everyday work of Direct
    (DSPs) serves as a straightforward and     stories of professional success in this             Support Professionals (DSPs) who work
    relevant guide for DSPs as they resolve    newsletter published by the National                with individuals with developmental
    the ethical dilemmas they face every       Alliance for Direct Support Profession-             disabilities is illustrated in this realistic
    day, and encourages them to achieve        als (NADSP), with support from the                  job preview video package. Designed as
    the highest ideals of the profession.      Institute’s Research and Training Center            a recruitment tool to give potential
    The brochure provides the entire text      on Community Living. The next issue                 employees detailed and balanced
    of the Code, and the poster and wallet     will focus on technology and DSPs.                  information about job expectations, the
    card provide a quick-reference version.    Among past issue topics have been                   employer, and the worksite, this video
    Produced by the National Alliance for      credentialing of DSPs, supporting and               package includes first-person advice
    Direct Support Professionals and the       networking with families, aging, docu-              from DSPs about Direct Support as a
    Institute’s Research and Training Center   mentation, coping with disaster, and                career choice. Topics include On the Job,
    on Community Living. View the full         workforce development.                              Rewards of Direct Support, Challenges
    text of the code at www.nadsp.org/                                                             of Direct Support, Qualities of a Great
                                               •	Cost:	Print	subscriptions	are	$10	per	year	or	
    orglibrary/index.asp. (2001)               free	with	NADSP	membership.	For	more	infor- DSP, and Lessons Learned. Produced
    •	Cost:	                                   mation	visit	http://nadsp.org/communications	 by the Institute’s Research and Training
                                               or	call	(612)	624-7650.	To	view	past	issues	go	to		 Center on Community Living. (2004)
    Wallet	Cards:		25	cards	$8.25              http://rtc.umn.edu/publications/index.asp#fi
    	         							100	cards	$28	                                                             •	Cost:	$85.
    Brochures:							25	brochures	$15.25
    	         							100	brochures	$45	
    Posters:								 $10.50	each


    To	find	more	resources	on	the	Direct	Support	workforce,	including	research	reports	and	training	
    resources,	visit	http://rtc.umn.edu/dsp/
                                                                                                                                        5
                                                             !                              !
                                                        NEW                             NEW




                                                                                         New Courses from the
Find,	Choose	&	Keep	Great	DSPs:	                     Quality	Supports,	Quality	Lives
A	Toolkit	for	Families
                                                                                         College of Direct Support
                                            The Bureau of Labor Statistics projects      (www.collegeofdirectsupport.com)
Find,	Choose	&	Keep	Great	                  that one million new Direct Support
                                            Professionals (DSPs) will be needed          The College of Direct Support, a
DSPs:	A	Toolkit	for	People	With	            by 2016 to support individuals with          competency-based online curriculum
Disabilities                                disabilities, people with chronic health     for Direct Support Professionals
By Amy Hewitt, Katie Keiling, John Sauer,   conditions, and older adults so they can     (DSPs) and their supervisors nation-
Nancy McCulloh, and Marijo McBride          live, work and participate fully in their    wide, has rolled out two new courses:
                                            communities. This DVD illustrates the        • Diabetes. This Disability Intensive
In this pair of easy-to-use toolkits is     need for and importance of the work            Course describes and presents facts
information to help families and people of DSPs, while also highlighting some              about diabetes, discusses how it
with disabilities find quality, caring, and of the barriers faced by DSPs, such            may affect a person and his or her
committed Direct Support Professionals as low pay, lack of affordable health               family, and presents support strate-
(DSPs). Included is information on:         insurance, and insufficient training.          gies and resources that can be useful
• Where in the community individuals The audience for this video is provider               to DSPs.
   and families can find the best DSPs to agencies, DSP networks, disability             • Supporting Jobs and Careers in the
   meet their needs.                        organizations, and others interested           Community. This course helps DSPs
• How individuals and families can          in improving the workforce. Produced           and others understand many of
   choose the best DSP for their needs,     by RTC Media, part of the Research             the things that go into successful
   including how to develop a realistic     and Training Center on Community               employment for people with dis-
   job preview.                             Living at the Institute on Community           abilities. Included are the skills and
                                            Integration. A portion of the proceeds         knowledge needed to support both
• How to train and support DSPs in the
                                            from this video supports the National          the worker and the employer, the
   job so they stay longer.
                                            Alliance for Direct Support Profes-            role that workplace relationships
The resource guides also include a CD       sionals (NADSP). Length: 9:18. Closed          play in job success, how to encour-
that provides worksheets, sample real-      captioned. (2010)                              age both independence and inter-
istic job previews, and other resources.                                                   dependence on the job, different
Published by the Institute’s Research       •	Cost:	$30.                                   opportunities available for employ-
and Training Center on Community                                                           ment, and government benefits and
Living. (2006)                                                                             how employment and wages affect
                                                                                           them.
•	Cost:	$30	each.	Also	available	free	on	the	Web		
in	both	versions,	and	text-only,	at:	                                                      The CDS is a collaborative effort of
http://rtc.umn.edu/ildspworkforce/docs/                                                  the Institute’s Research and Training
ToolkitforFamilies.pdf                                                                   Center on Community Living, and
                                                                                         MC Strategies/Elsevier, Inc.
http://rtc.umn.edu/ildspworkforce/docs/
ToolkitforPeoplewithDisabilites.pdf
                                                                                         •	More	information	about	these	and	other	
http://rtc.umn.edu/ildspworkforce/docs/                                                  courses,	and	the	College	of	Direct	Support,	
finddsps.txt	(text-only version)                                                         is	at	www.collegeofdirectsupport.com	or	
                                                                                         (877)	353-2767.
6




                            Educational
                             Outcomes
      The Institute’s National Center on Educational Outcomes (NCEO) provides
     leadership in the participation of students with disabilities in national, state,
      and district assessments; standards-setting efforts; and graduation require-
      ments. Offering a cutting edge, research-based understanding of the issues,
     NCEO publishes over 250 reports and briefs based on its work, all available at
                                    www.nceo.info.




    NCEO	State	Surveys	and	Annual	              NCEO	Synthesis	Reports                     NCEO	Technical	Reports
    Performance	Reports                           In this series are over 70 reports on      Assessment, accommodations, and
    The new initiatives, trends, accomplish- assessment and accommodations                   accountability findings in relation to
    ments, and emerging issues in relation        policies and practices in relation to      students with disabilities are the focus
    to students with disabilities at the state    students with disabilities. Especially of of this series of 50+ reports for policy-
    level are examined in these reports, as       use to policymakers, the series includes: makers, researchers, and educators.
    well as state assessment information       NWE•	 !Accommodations:	Results	of 	a	         Recent titles include:
    that was submitted by states in their         	 Survey	of 	Alabama	Special	Education	 •	 A	Summary	of 	the	Research	on	the	
    Annual Performance Reports. Titles                Teachers (Synthesis Report 81)            Effects	of 	Test	Accommodations:	
    include:
                                               N E•	 !Characteristics	of 	States’	Alternate	
                                                   W                                            2007-2008 (Technical Report 56)
    •	 2009	Survey	of 	States:	Accomplish-            Assessments	Based	on	Modified	         •	 States	Challenged	to	Meet	Special	
       ments and New Issues at the End of             Academic	Achievement	Standards	in	        Education	Targets	for	Assessment	
       a Decade of Change                             2009-2010 (Synthesis Report 80)           Indicator (Technical Report 55)
    •		2007	Survey	of 	States:	Activities,	        W!
                                               NE Computer-based	Testing:	Practices	 •	 State	Reports	on	the	Participation	
                                                  •	
       Changes, and Challenges for Special            and Considerations (Synthesis             and Performance of English
       Education                                      Report 78)                                Language Learners with Disabilities
    •	 Annual	Performance	Report:		                                                        in 2006-2007 (Technical Report 54)
                                                •	 Science	Assessments	for	Students	
       2007-2008	State	Assessment	Data	            with Disabilities in School Year     •		Trends	in	the	Participation	and	
    •		Annual	Performance	Report:		                2006-2007:	What	We	Know	About	          Performance of Students With
       2006-2007	State	Assessment	Data	            Participation, Performance, and         Disabilities (Technical Report 50)
       Based	on	Modified	Academic	                 Accommodations	(Synthesis	Report	77)
       Achievement	Standards

    To	see	all	250+	reports	from	the	National	Center	on	Educational	Outcomes	visit	www.nceo.info
                                                                                                                                   7

  NCEO	English	Language	Learners	             NCEO	Policy	Directions
  with	Disabilities	and	Limited	
  English	Proficient	Learners	Reports
                                              Policy Directions briefs address national
                                              policy issues related to standards,
                                                                                          Database on
  Standards-based reform in relation to
  English language learners (ELLs) with
                                              assessments, and students with disabili-
                                              ties for researchers and policymakers.      Education and
  disabilities and learners with limited
  English proficiency (LEP) is examined
                                              Titles include:
                                              •	Using	Growth	for	Accountability:	
                                                                                          Students with
  in these reports of interest to a variety
  of readers. Recent titles include:
                                                Considerations for Students with
                                                Disabilities (Policy Directions 21)       Disabilities
  •		Grade-Level	Standards-Based	             •		Planning	Alignment	Studies	for	
     Science Outcomes for English                Alternate	Assessments	Based	on	
     Language Learners and Language              Alternate	Achievement	Standards	
     Minority	Students:	A	Review	of 	the	        (Policy Directions 20)
     Literature (LEP Projects Report 6)
                                              •		Aligning	Alternate	Assessments	to	
  •	 Middle	School	Principals’	Perspec-          Grade	Level	Content	Standards:	
     tives	on	Academic	Standards-Based	          Issues and Considerations for
     Instruction and Programming for             Alternates	Based	on	Alternate	
     English Language Learners with              Achievement	Standards	(Policy	
     Disabilities (ELLs with Disabilities        Directions 19)
     Report 22)
                                              •		Using	Systematic	Item	Selection	
  •		Reading,	Mathematics,	and	                  Methods	to	Improve	Universal	
     Science Instructional Strategies            Design	of 	Assessments	(Policy	
     for English Language Learners with          Directions 18)
     Disabilities:	Insights	From	Educa-
     tors Nationwide (ELLs with
     Disabilities Report 19)
                                                                                          NCEO Data Viewer
                                                                                          (http://data.nceo.info)
                                                                                          NCEO Data Viewer is a free,
                                                                                          interactive Web site where users can
                                                                                          access data compiled by researchers
                                                                                          at the Institute’s National Center
                                                                                          on Educational Outcomes (NCEO)
  The Partnership for                                                                     on students with disabilities in the
                                                                                          U.S. educational system. Two major
  Accessible Reading Assessment (PARA)                                                    databases are currently available:
  (www.readingassessment.info/)                                                           • State policies on assessment
  The Partnership for Accessible Reading Assessment (PARA) is a research and                participation and accommoda-
  development project working to make reading assessments more accessible for               tions for students with disabilities
  students who have disabilities that affect reading. Its Web site includes a num-        • Annual performance reports
  ber of free resources of use to educators, policymakers, and families including:          from states and other education
  W!
NE• Studying Less-Accurately Measured Students (2010)                                       entities receiving Part B funding
                                                                                            under the Individuals with
  • Cognitive and Achievement Differences Between Students with Divergent                   Disabilities Education Act (IDEA)
    Reading and Oral Comprehension Skills: Implications for Accessible Reading
                                                                                          Through the Web site users may
    Assessment Research (2010)
                                                                                          create customized data reports –
  In addition, disability-specific reading assessment papers are available to             including charts and maps – based
  contribute to the process of conducting research and developing accessible              on criteria they choose.
  reading assessments.
8

                                                                                                                       !
                                                                                                               NEW
      Adult Services Research                                                                                  National Data
            The Institute’s Research and Training Center on                                                    on Residential
       Community Living studies a wide range of topics related to
              community living, quality services, and social
                                                                                                               Services
        participation for people with intellectual, developmental                                              Residential	Services	for	
         and	other	disabilities.	Among	its	recent	research-based	                                              Persons	With	Developmental	
                     publications	are	the	following:	                                                          Disabilities:	Status	and	Trends	
    !                                                                                                          Through	2009
NEWAgency	Factors	and	Structures	                          inclusion. The report summarizes the                Edited by Charlie Lakin, Sheryl A. Larson, Patricia
                                                           results of the project in three areas: friend-
       Which	Increase	Successful	Outcomes	                                                                     Salmi and Amanda Webster
                                                           ships, community group/organization
       in	Community	Participation	and	                     membership, and valued community social             For over 20 years, the Institute’s
       Socially	Valued	Roles                               roles. The study was conducted by the               Research and Training Center on
       By Angela Amado                                     Institute’s Research and Training Center on         Community Living has collected na-
                                                           Community Living. (July 2010)                       tional and state statistics on public and
       This report documents the results of a five-
       year project with Lutheran Social Services          •	Cost:	Free.	Available	on	the	Web	at	http://       private residential services, Medicaid
       in Minnesota to impact the social relation-         rtc.umn.edu/docs/MSOCS_2008_final_report.           program utilization, and expenditures.
       ships that individuals with intellectual and/       pdf.                                                Gathered through its National Resi-
       or developmental disabilities have with                                                                 dential Information Systems Project,
       other members of their communities. The             Implementation	of	Consumer-                         the data provides a valuable informa-
       project identified agency factors that help         Directed	Services	for	Persons	with	                 tion base for state and national level
       explain why some individuals with dis-
       abilities who receive services feel a greater
                                                           Intellectual	or	Developmental	                      policy development, legislative action,
                                                                                                               and research related to persons with
       sense of community-belonging and social             Disabilities:	A	National	Study
                                                                                                               intellectual and/or developmental dis-
       inclusion than others. The report summa-            By Pam Walker, Amy Hewitt, Matthew Bogenschutz,     abilities. The data is published yearly
       rizes the results of the project in three areas:    and Jennifer Hall-Lande
                                                                                                               in the Residential Services for Persons
       friendships, community group/organiza-
                                                           The results of a national study on the status       With Developmental Disabilities: Status
       tion membership, and valued community
                                                           of consumer-directed services for persons           and Trends report series. The latest
       social roles. The study was conducted by the
                                                           with intellectual or developmental disabili-        report in this series provides statistics
       Institute’s Research and Training Center on
                                                           ties are summarized in this Policy Research         by state for the fiscal year ending June
       Community Living. (July 2010)
                                                           Brief issue. The study was conducted at the         30, 2009, in addition to long-term
       •	Cost:	Free.	Available	on	the	Web	at	http://rtc.   Institute’s Research and Training Center
                                                                                                               trends in residential services, settings,
       umn.edu/docs/LSS_2008_final_report.pdf.             on Community Living, and at Syracuse
                                                                                                               populations and expenditures for per-
        !                                                  University’s Center on Human Policy. In-
    NEW
      Connecting	People	to	People:	                        formation was gathered through interviews           sons with developmental disabilities in
                                                           with administrators of developmental                state, nonstate, and Medicaid-funded
       Report	for	MSOCS	                                                                                       residential programs in the U.S.
                                                           disabilities services in 42 states. The study’s
       By Angela Amado                                     purpose was to investigate how consumer             Resident characteristics, movement,
       This report documents the results of a five-        control is being implemented across states,         and staffing patterns in large state
       year project with Minnesota State-Operated          and additional themes examined included             residential facilities are also included.
       Community Services (MSOCS) to impact                the exploration of strategies, challenges,          (2010)
       the social relationships that individuals           and best practices of consumer-directed
       with intellectual and/or developmental              services and supports. (January 2009)               •	Cost:	Free.	Available	on	the	Web	at	
       disabilities have with other members of                                                                 http://rtc.umn.edu/docs/risp2009.pdf.	
                                                           •	Cost:	Free.	Available	on	the	Web	at	http://ici.   To	request	a	free	print	copy,	contact	
       their communities. The project developed            umn.edu/products/prb/201/default.html
       numerous strategies to foster a greater                                                                 Dr.	Sheryl	A.	Larson	at	(612)	624-6024	or	
       sense of community-belonging and social                                                                 larso072@umn.edu.

       To	view	all	research	reports,	briefs	and	other	materials	
       from	the	Research	and	Training	Center	on	Community	
       Living	visit	http://rtc.umn.edu
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                                            Intersecting	Ojibwe	Art	Curriculum
                                            (http://intersectingart.umn.edu/)
                                            Department of Education, Office of          teachers of many cultures, including
                                            Innovation and Improvement. It has ad-      American Indians, and offer a starting
                                            dressed specific gaps and weaknesses in     point for teachers of any community
The Intersecting Ojibwe Art curriculum      educational service, infrastructure, and    to begin the important work of art and
is designed for use with American           opportunities for American Indian and       culture integration. The curriculum
Indian and non-American Indian              non-Indian students in the Cloquet Pub-     developers worked in collaboration with
students in grades K-8 to enhance their     lic Schools and the Fond du Lac Ojibwe      elders and culturalists in their com-
interest, understanding, enthusiasm,        School in northern Minnesota, and is        munity to ensure proper and appropri-
and performance in standards-based          now available online for use elsewhere.     ate curriculum based on local Ojibwe
subjects. It was designed and facilitated      The curriculum, downloadable at no       art and culture. Because there is great
by Project Intersect, a collaboration of    cost from the Web site, offers educators    diversity in Native communities, users
the Institute on Community Integration,     a variety of techniques and strategies to   of the curriculum are encouraged to con-
and the Department of Curriculum and        integrate community arts and culture        nect with elders and culturalists in their
Instruction’s Art Education Program         knowledge within required content           regions for guidance and assistance in
at the University of Minnesota, during      areas. The lessons have been written,       adapting it locally.
2006-2010, with funding from the U.S.       taught, and critiqued by elementary




Institute on Community Integration
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