Projects + Centers | Institute on Community Integration (ICI) We are a federally designated University Center for Excellence in Developmental Disabilities (UCEDD), part of a national network of similar programs in major universities and teaching hospitals across the country. en-us 2018 Regents of the University of Minnesota (Publications Office) (ICI Web Team) Wed, 17 Oct 2018 15:00:15 CST 1440 Developmental Disabilities Research and Training Center on Community Living Diversity Fellowships

Aims to (1) increase the knowledge and capacity of disability within a community-based organization (CBO) that serves diverse and/or underrepresented families, and (2) inform ICI about how to increase staff/trainee diversity, support underserved individuals and families, and better serve diverse communities. This project is part of RTC-CL's ongoing efforts to address the professional and educational disparities experienced by historically underrepresented communities in Minnesota and will expand the Center's network to diverse staff and stakeholders. The project will also expand the Center's network to diverse staff and stakeholders. It is a pipeline to improve the recruitment and employment of underrepresented groups, including people with disabilities, within ICI, which is a University Center for Excellence in Developmental Disabilities, and in the workforce.

The project will fund two Fellows. One will be a CBO staff member who serves underrepresented Minnesota families and is interested in the disability field. The other Fellow will be a graduate student or Minnesota LEND (Leadership Education in Neurodevelopmental and Related Disabilities) alumna/alumnus or a person with emerging expertise (which may include lived experience) in serving individuals with intellectual or developmental disabilities and their families, and who is interested in community work. Both Fellows will commit to a year-long project chosen in collaboration with their CBO and RTC-CL mentors. Projects will seek to instill inclusion within organizations and among individuals, such as in a culturally-responsive person- and family-centered thinking and planning model. Participating Fellows and CBOs will in turn better serve the diverse needs of families. The lessons that Fellows learn from working in CBOs will inform future inclusive training efforts and expand RTC-CL internal practices and norms, while advancing a shared commitment to expand diversity within RTC-CL and partnering CBOs.

For further information on this opportunity, or to apply, please click here. Applications are due October 22, 2018.

]]> 2018-10-09T12:18:12-05:00 - Tue, 09 Oct 2018 12:18:12 CST
Advanced Rehabilitation Research Training Community Living and Participation

Trains one or two post-doctoral participants each year, offering them a program that is rich in research training and experience that is focused on community living and participation of persons with disabilities. The project builds on ICI's strong record of research, particularly its Research and Training Center on Community Living (RTC-CL), Research and Training Center on Home and Community Based Outcome Measurement (RTC-OM), and Minnesota Leadership Education in Neurodevelopmental and Related Disabilities (MNLEND) program. These offer post-doc participants the opportunity to join active interdisciplinary research teams that are nationally known for their productivity and impact on the state-of-knowledge and state-of-practice in community living and participation for people with disabilities. Participants are selected through a competitive process by a committee composed of ICI staff.

Participants are matched with faculty mentors with shared topical and methods interests to guide their learning experience. Training opportunities will include seminars, coursework, and direct hands-on training in a wide range of topics relevant to future career development, including observational and survey research methods and programs, latest approaches to primary and secondary data analysis, policy analysis, program evaluation, and measurement development. Participants will be supported to write research grants, academic journal articles, and targeted translational materials to non-technical audiences and to identify how their research will influence policy and practice.

]]> 2018-10-03T15:16:05-05:00 - Wed, 03 Oct 2018 15:16:05 CST
Community Participation and Employment as Strategies for Social inclusion: A U.S.-Russian Dialogue

Enhances the social inclusion of Russian youth and young adults with disabilities by developing community living and supported employment programs in the Moscow area. Options in Russia for supported community living and employment are very limited, leading many Russian parents to doubt the value of educating children and youth with disabilities, which, in turn, diminishes employment and community participation prospects for young Russians.

Journey Through Life is a subsidiary of Ordinary Childhood, a nongovernmental organization (NGO) in Russia that is trying to break this cycle. ICI's Global Resource Center for Inclusive Education (GRC) is working with Journey Through Life to develop materials that support youth with disabilities to successfully transition from school to employment and community living. Activities include staff from Journey Through Life visiting Minnesota in fall 2018 to observe employment and community living programs, and GRC staff traveling to Russia to provide technical assistance. Working with NGOs and parents on these transition issues can enhance the quality of life of persons with disabilities and begin to change public attitudes towards this part of the population.

]]> 2018-07-12T13:07:46-05:00 - Thu, 12 Jul 2018 13:07:46 CST
Evaluating the Fidelity of Special Olympic Minnesota's Unified Champion School Program

Evaluates the fidelity of Special Olympic Minnesota's Unified Champion School Program. ICI will gather data from a wide variety of stakeholders, including program administrators, trainers, school administrators, teachers, students, and parents to assess whether participating schools are implementing the program with high fidelity and in a manner consistent with SOMN-USC's overall mission and vision: "To promote school communities where all young people are agents of change: fostering acceptance, respect, dignity and advocacy for people with intellectual disabilities and thereby anyone who is perceived as different."

Special Olympics Minnesota describes its Unified Schools program as "an education and sports based strategy powered by an engaged youth community. The program aims to increase athletic and leadership opportunities for students with and without intellectual disabilities, while creating inclusive school communities." ICI will assess five aspects of program fidelity including:

  1. program adherence, the extent to which program components are delivered as prescribed by the model including program content, methods, and activities;
  2. program exposure, the amount of program delivered in relation to the amount prescribed by the program model;
  3. quality of delivery, the manner in which a program is delivered including: instructor preparedness, use of relevant examples, ability to respond to questions;
  4. participant engagement, the degree to which participants engage in the program; and
  5. program differentiation, the extent to which the critical components of the program are distinguishable from each other and from other programs at three different levels (i.e., administrators, teachers, and students) to determine how well program curriculum, training, and implementation support the outcomes intended by Special Olympics Minnesota.

This evaluation will help SOMN-USC determine the strengths and challenges of implementing the Unified Champion School Program within the context of the Minnesota educational system.

]]> 2018-07-11T10:08:47-05:00 - Wed, 11 Jul 2018 10:08:47 CST
Community-based Rehabilitation Approaches for Family Caregivers and People Who Support Adults and Children with Disabilities

Presents two-day trainings in Liberia that teach individuals with disabilities, family members, and community volunteers about community-based rehabilitation (CBR) methods and the rights of people with disabilities in the Liberian context. ICI, Zambian home-based special education expert Mikala Mukongolwa, and the Catholic Diocese of Monrovia and Gbarnga in Liberia, are combining resources to strengthen CBR in Liberia.

The World Health Organization and UNESCO recognize CBR as a model for community rehabilitation and provision of therapeutic supports to people with disabilities in remote and rural indigenous communities. Supports in Liberia are centralized, obligating family caregivers to travel long distances - often on foot - to rural health centers, but CBR builds local volunteer networks to support people with disabilities in their own communities. This means services and supports that improve their overall functioning and quality of life (e.g., mobility, special education, employment). CBR promotes equal opportunity and the social inclusion of people with disabilities.

This project builds on connections and experiences developed by ICI staff through earlier work in Zambia doing CBR training with people with disabilities, family members, community leaders, and people from faith-based organizations. The goal is to seek additional funding and replicate the work ICI has done in Zambia using the CBR or home-based education model in Liberia.

]]> 2018-07-11T09:11:48-05:00 - Wed, 11 Jul 2018 09:11:48 CST
Research Special Education Teachers: How the Field Evolved in Minnesota

Researches how the field of special education teachers evolved from the 1850s to the present time. There were no requirements for teachers in the beginning. In 1910, half of all teachers did not have a high school diploma - they were mostly in rural one-room schools. With the passage of Minnesota's first special education law in 1915, many of the first teachers were mothers or grandmothers who rounded up five children with the same disability in a community as required and they became the teachers with no training, curriculum materials, or adaptive equipment. After the passage of Minnesota's 1957 special education law, licensure requirements became more clear and higher education programs were funded to provide teacher training.

Minnesota's historical records are being researched and the results will be compiled into a draft document. These records are housed at the History Center Library, the State Legislative Library, the Department of Education Licensing Office, and the Governor's Council on Developmental Disabilities - Eye to the Past.

It is anticipated that future phases of this project will include editing, layout design, and a publication.

]]> 2018-05-04T16:36:54-05:00 - Fri, 04 May 2018 16:36:54 CST
Waiver Reimagine

Conducts focus groups among stakeholders in Minnesota about Home and Community Based Services (HCBS) and disparities among underrepresented groups in HCBS. The resulting information will lead to recommendations about how Minnesota can improve access and equity of HCBS across populations.

]]> 2018-02-14T10:29:03-06:00 - Wed, 14 Feb 2018 10:29:03 CST
Improving Instruction for English Learners Through Improved Accessibility Decisions

Develops two professional development modules on accessibility and accommodations decision making for instruction and assessment for English learners. One module is for educators and the other is for parents/guardians and families. The project will also examine the efficacy of these modules by conducting several pre- and post-module administration analyses.

]]> 2017-11-17T14:17:16-06:00 - Fri, 17 Nov 2017 14:17:16 CST
"Learn The Signs, Act Early" Formative Research Evaluation of Developmental Books

Evaluates "Learn the Signs. Act Early" (LTSAE) developmental story books. The project will evaluate the impact of the LTSAE developmental books on parent knowledge and behaviors around early developmental milestones and acting early if there is a concern.

]]> 2017-11-02T13:53:51-05:00 - Thu, 02 Nov 2017 13:53:51 CST
Systematic Supports for Promoting Graduation

Develops technology tools that support the expanded national implementation of two evidence-based web applications over the next five years: Check & Connect school engagement intervention and the Student Engagement Instrument (SEI).

For more than a quarter-century, the Check & Connect intervention model developed at ICI has helped keep thousands of students across the country on track towards high school graduation; at its core is a trusting relationship between each student and a caring, trained mentor who both advocates for and challenges the student. SEI is a Web-supported intervention that establishes reliable and valid measures of students' cognitive and affective engagement; students' engagement data may be used to identify those who are at-risk for disengagement and dropout as well as to inform and monitor the effects of interventions.

The new project, formerly known as Stepping-Up Technology Implementation, will be conducted in three phases. The first phase (years 1-2 with 3 participating schools) will involve initial iterative development of the supporting technology tools. The second phase (years 3-4, with 4 schools) will feature a pilot program to further develop and evaluate the technology tools and resources with test sites. If approved, the team moves into the third phase (year 5, with 10 participating schools) where they will implement and continue to evaluate the specific tools in the additional schools that will become first time end-users.

]]> 2017-10-06T14:44:57-05:00 - Fri, 06 Oct 2017 14:44:57 CST
U.S.-Russia Peer-to-Peer Project: Developing Systems to Support the Employment and Community Inclusion of Young Adults with Disabilities

Creates virtual and in-person platforms for dialogues between professionals and parents who support young adults with disabilities in Russia and the U.S. The goal is to develop opportunities and strategies for inclusive community employment and living (independent or semi-independent housing and community participation/ leisure activities) for young adults with disabilities in both countries. The collaboration will include electronic exchanges on inclusive community employment and living. There will be dual person-to-person exchanges between Russia and the U.S. (including conferences in each country) and dialogues about how culture affects community inclusion in both countries. The project will form learning communities to serve as resources for successful transition approaches and strategies, author a guide outlining key practical steps for inclusive employment and community living, and create online modules on these areas that will be available in both countries.

]]> 2017-10-05T15:25:22-05:00 - Thu, 05 Oct 2017 15:25:22 CST
TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities

Creates sustainable changes in school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers while being instructed in a way that meets individual learning needs. Future project activities will support increased student engagement and improved learning outcomes for students with significant cognitive disabilities.

The primary outcome of the TIES Center, which is a National Technical Assistance Center on Inclusive Practices and Policies, is to improve the quality of instruction for students with significant cognitive disabilities in inclusive environments through the use of existing curriculum and instructional materials. The new center will also provide models and coaching to both general education and special education teachers to create more inclusive opportunities. In addition, the TIES Center will support changes to inclusive practices and policies within partner state and local education agencies.

The TIES Center has identified five goals to support its outcomes:

  1. Develop professional learning communities in partner state and local education agencies.
  2. Develop coaching models for implementation of resources, inclusive practices and communicative competence.
  3. Improve the efficiency and effectiveness of existing resources.
  4. Support parents to become partners in the practice of inclusion for students with significant cognitive disabilities.
  5. Support systems change within the leadership of state and local education agencies for implementation of inclusive practices.
]]> 2017-09-20T16:14:35-05:00 - Wed, 20 Sep 2017 16:14:35 CST
Developing and Engaging Training on Person-Centered and Family-Centered Approaches in Mental Health and Co-occurring Disorders

Addresses gaps in services and the fragmentation of service delivery for Minnesotans experiencing mental health conditions and/or substance abuse as the state moves these services towards community living and participation, self-direction, and person-centered practices. Despite overall improvements in service delivery, engaging the system can still be difficult and the coordination of supports, services, and treatments do not always make sense to the person receiving them or their families.

This project will help address those shortcomings by designing and implementing a culturally-responsive e-curriculum for professionals that will include interactive modules and will embed evidence-based practices vetted in Minnesota's mental health and behavioral health service delivery system, such as Motivational Interviewing, Illness Management and Recovery, Trauma-Informed Care, and Integrated Treatment for Co-­occurring Disorders. Using the curriculum, the Research and Training Center on Community Living that manages this project will train a minimum of 300 Mental Health-Targeted Case Management (MH-TCM) professionals, including MH-TCM lead agencies in metro, rural, and diverse communities.

]]> 2017-07-14T14:23:23-05:00 - Fri, 14 Jul 2017 14:23:23 CST
National Deaf Center on Postsecondary Outcomes

Aims to increase the number of deaf individuals who are admitted to, persist in, and complete postsecondary education or training - without requiring remedial coursework. Other goals include improving collaborations between community organizations, institutions, and state-level agencies; increasing institutional capacity to implement evidence-based practices and strategies; increasing knowledge on how to use technology to promote access and provide accommodations; and disseminating lessons learned.

The center will provide professional development opportunities, intensive training, live chat support, dissemination of promising models, and community engagement activities. It will support the mobilization of local resources, as well as national task forces and state collaboratives. Further, it will produce national data reports and support research-to-practice activities.

University of Texas at Austin and the Meadows Center for Preventing Educational Risk are the lead organizations for the new center and NCEO will serve as the Task Force lead for the Assessment Task Force and the State Education Agency Task Force. Martha Thurlow is the project director and contact person at NCEO.

]]> 2017-02-17T14:49:41-06:00 - Fri, 17 Feb 2017 14:49:41 CST
ICI Engaged Department Grant Program

Creates an infrastructure to grow and develop ongoing community engagement, and to facilitate new initiatives and promote engaged learning on community based action research. In doing so, ICI hopes to broaden its ecological perspectives on effective community based engagement and community based research. Understanding the importance of early intervention in local cultural and linguistically diverse communities, the work of the ICI ultimately aims to develop community leaders to engage the community around Autism Spectrum Disorder and other neurodevelopmental disabilities.

]]> 2016-12-01T13:45:43-06:00 - Thu, 01 Dec 2016 13:45:43 CST
Evaluation of the Effectiveness of CareProfiler Post-Hire System for Supervisors in Residential, Assisted Living, and Community Based Settings for People with IDD and Aging Needs

Validates a post-hire support system for frontline supervisors and direct support professionals (DSPs). The system developed by CareProfiler is designed to maximize services for people with intellectual and developmental disabilities and aging needs by building the capacity of site supervisors to maximize leadership, increase job retention, and support the impact of organizational training on staff skills and competencies by better engaging with clients. This is accomplished by implementing an employee on-boarding system that includes:

  1. A manager report for each hired DSP based on the employee's characteristics, providing guidance to supervisors on how to best manage the staff member to better engage with clients and the job itself;

  2. Situational management in-person workshops for groups of supervisors designed to reinforce the information from the screening report and to problem-solve together; and

  3. The coaching of supervisors on how to work most effectively with their recently hired DSPs.

A cluster randomized control trial will be conducted to evaluate the effectiveness of this post-hire system.

]]> 2016-10-04T10:58:56-05:00 - Tue, 04 Oct 2016 10:58:56 CST
Americans with Disabilities Act (ADA) Anniversary International Fellowship Program in Inclusive Education: A University of Minnesota Partnership with India, Kazakhstan, Armenia, and Ukraine

View the entire announcement

Creates an international community of learning based on inclusive education, disability advocacy and policy, and community inclusion. Partnering with universities and nongovernmental organizations in India, Kazakhstan, Armenia, and Ukraine, the project selected 28 international fellows from these four countries to participate in a 4-6 week exchange in Minnesota (20 fellows) and Arizona (8) in spring 2017. The exchange focused on inclusive education and was based on experiential learning, reflective practice, inclusive service learning, and person-centered planning. Sixteen American participants who mentored visiting fellows while they were in the U.S. in the spring traveled in fall 2017 to the respective countries for two weeks to follow-up on each country's grand challenge, conduct workshops on inclusive education, disability policy and advocacy, and provide technical assistance.

]]> 2016-10-04T09:33:43-05:00 - Tue, 04 Oct 2016 09:33:43 CST
English Learner Companion to Reducing Bias in Special Education Evaluations

Revises the existing Minnesota Department of Education's guidelines for special education for English learners (ELs) to ensure the guidelines reflect recent federal and state policies for ELs with disabilities, are grounded in current research in this area, and are aligned with the World-class Instructional Design and Assessment (WIDA) consortium. The updated guidelines, along with additional web-based materials, will delineate the special education referral process and eligibility decision making.

The ongoing educational reform in the country and changes in instruction and assessment of ELs with disabilities emphasize the need of Minnesota educators to be empowered with the most recent policy and practice guidelines to effectively serve their students. The EL Companion is a highly regarded and comprehensive manual for educators highlighting procedures to carry out special education evaluations with EL students. Keeping this document and its supplemental materials up-to-date and accessible to a wide range of educational stakeholders is of paramount importance. This project will also address dissemination of the EL Companion content including professional development initiatives for educators to assist with the implementation of the updated guidelines.

]]> 2016-10-03T10:11:39-05:00 - Mon, 03 Oct 2016 10:11:39 CST
Using Check & Connect to Improve Graduation Rates in Minnesota for Black and American Indian Students with Disabilities

Uses the Check & Connect model developed by ICI to improve graduation rates in Minnesota for Black and American Indian students with disabilities. Check & Connect is a comprehensive intervention designed to enhance student engagement in school and with learning for marginalized, disengaged students in grades K-12, through relationship building, problem solving, capacity building, and persistence. Using these techniques, Check & Connect will improve graduation rates in Minnesota for Black and American Indian students with disabilities by:

  1. Implementing, via a "Train-the-Trainer" model, Check & Connect: A Comprehensive Student Engagement Intervention
  2. Facilitating state- and district-wide Implementation Teams to ensure a comprehensive approach to Check & Connect implementation (e.g., Response to Intervention, Positive Behavioral Interventions and Supports)
  3. Providing coaching and technical assistance to ensure implementation fidelity and sustainability, and
  4. Providing formative and summative evaluation information to the Minnesota Department of Education (MDE) and its local districts on the implementation of Check & Connect.

Check & Connect will complement MDE's Multi-Tiered System of Support. This is a supplemental intervention; not all students need a Check & Connect mentor. However, Check & Connect mentors and coordinators will coordinate and collaborate with existing practices and supports within the Multi-Tiered System of Support (e.g., Response to Intervention, Positive Behavioral Interventions and Supports) to increase graduation rates in Minnesota for Black and American Indian Students with disabilities. This will fulfill Minnesota's State-Identified Measurable Result, a requirement of the Office of Special Education Programs, U.S. Department of Education.

]]> 2016-08-10T11:22:44-05:00 - Wed, 10 Aug 2016 11:22:44 CST
Enhancing the Inclusion of Children and Youth with Disabilities in Armenia: University of Minnesota - Armenian State Pedagogical University Partnership

Builds a sustainable partnership between the University of Minnesota and Armenian State Pedagogical University (ASPU), the only university in that eastern European country that trains both general and special education personnel. Armenia is making education more inclusive, triggering a critical need in the country for training, knowledge dissemination, and technical assistance to assist with this endeavor. In this project, the partnering universities will collaborate to ensure that inclusive education practices that were proven in the U.S. can be adapted to Armenia and their usability and feasibility understood there. The collaboration will conduct gap analysis of current needs and inclusive practices in ASPU's education and special education coursework, introduce ASPU faculty to inclusive practices in Minnesota, and build an online learning community (Inclusion Portal). Staff from the two universities will visit each other's countries. The project will also produce a film documenting Armenia's progress towards inclusive education. This project is part of ICI's Global Resource Center on Inclusive Education.

]]> 2016-07-13T10:32:14-05:00 - Wed, 13 Jul 2016 10:32:14 CST
Twin Cities and Zambia Disability Connection (2016-18)

Builds upon the earlier work of Twin Cities and Zambia Disability Connection (2008-2009), expanding and developing knowledge of disability services and supports across academic, provider, and cultural communities in the Twin Cities, and the in the African country of Zambia.

This project has several aims related to promoting scholarship, building local and international collaborations, providing outreach, and developing leaders, with the goal of improving the quality of services provided to children with disabilities and their families in Zambia. This project uses a tiered learning process that is interactive, flexible, built upon and inclusive of personal experiences, and is adapted based upon feedback from participants and changing circumstances. Among its activities are these that will: increase cultural knowledge and insight about the implementation of intervention strategies used in developing countries and varying cultural groups through small group discussion and consultation; explore the implications and cultural considerations of Autism Spectrum Disorder (ASD) and other disabilities in developing countries with limited resources and infrastructure; participate in information and clinical exchange with local rehabilitation providers on cultural strategies and considerations when working with individuals and families from different cultural groups; expand partners beyond those in the Twin Cities Zambia Disability Connection (2008-2009) project to include local occupational therapy providers to build direct service capacity in Zambia; increase access to quality home based education and occupational therapy services in Zambia; gain new approaches to community engagement and resource development in areas that are resource scarce; and provide experiential learning opportunities for staff, advocates, providers, and students to implement models of home based education and occupational therapy for children and adults with disabilities through lecture, small group discussions, and international travel.

]]> 2016-06-08T14:16:15-05:00 - Wed, 08 Jun 2016 14:16:15 CST
Data Informed Accessibility - Making Optimal Needs-based Decisions

Intends to improve the validity of assessment results and interpretations for students with documented needs by developing guidelines for making informed decisions about accessibility features and accommodations. It will promote a decision-making process that moves beyond the use of a checklist approach (which often results in the identifying tools and accommodations that do not provide access to the student), to an approach that relies on the use of classroom progress data and other measures charted over time to evaluate individual student needs.

The project will begin by conducting focus groups with educators to generate instructional and assessment strategies that inform the decision-making processes for accessibility features and accommodations. Project personnel will also collect data in schools in the member states to highlight appropriate practices in implementing accessibility features and accommodations. Another project activity will entail state-level assessment data analyses related to accessibility features and accommodations to showcase the process of making data informed decisions. Once these research findings are collected and analyzed, a forum with national experts and state representatives will be held to generate consensus on a set of guidelines and related comprehensive assessment instruments for making data-informed decisions about accessibility features and accommodations for students with documented needs. These guidelines will be included in a training module and supplemental materials and will be available for educators nationwide.

]]> 2016-02-12T16:08:32-06:00 - Fri, 12 Feb 2016 16:08:32 CST
Rehabilitation Research and Training Center on Outcome Measurement

Evaluates measures of the quality of life experienced by people with disabilities as a result of receiving services and supports. Past measures tended to focus on money spent on services for persons with disabilities, staffing ratios, and the movement of people from institutions to the community. But increasingly, federal and state policymakers speak of the importance of demonstrating the effectiveness ("outcomes") of public investments in services for persons with disabilities and these officials want information about outcomes that are measured in a consistent and accurate manner nationwide.

The purpose of the center is to:

  1. Identify current gaps in measuring Home and Community Based Services (HCBS) outcomes for people with intellectual and developmental disabilities (IDD), traumatic brain injury (TBI), physical disabilities (PD), mental health, and aging needs
  2. Develop and refine measures to cover the existing gaps
  3. Evaluate those measure for their usability, feasibility, and psychometric properties.
]]> 2015-11-23T10:04:00-06:00 - Mon, 23 Nov 2015 10:04:00 CST
National Core Indicators Field Initiated Projects Program: Advance Exploration of Factors Affecting Quality of Life Outcomes of Adults with Intellectual Disabilities

Uses the data sets from the National Core Indicators (NCI) Program with the expertise of the project team to advance disability and rehabilitation research and disseminate and translate results into materials, practices and policies that will increase inclusion and integration for people with intellectual and developmental disabilities (IDD) and improve the effectiveness of supports and services for this population.

NCI is the most widely-used program of outcomes for persons with IDD in the U.S., addressing their community inclusion, employment and other services, health and wellbeing, and choice/rights. Currently, 46 states participate in at least bi-annual NCI-based outcome research on a minimum of 400 randomly selected individuals with IDD receiving publicly-financed services. The project team will analyze a combined data set, including approximately 13,000 people interviewed for the NCI survey in 2013 and subsequent years investigating outlined outcomes for people with IDD (e.g. rights and community inclusion).

]]> 2015-10-15T14:32:00-05:00 - Thu, 15 Oct 2015 14:32:00 CST
Validity and Source Reliability of Selected Background Section Items of the NCI Adult Consumer Survey (NCI-ACS) Across Data Sources and States

Evaluates the reliability and validity of the Background section of the National Core Indicators Adult Consumer Survey (NCI-ACS) in three states to be able to use these variables in analyses and reporting on outcomes for people with intellectual and developmental disabilities (IDD).

]]> 2015-10-15T13:48:13-05:00 - Thu, 15 Oct 2015 13:48:13 CST
International Institute on Progress Monitoring

Develops formative assessments for students with significant cognitive disabilities using technology. There is a real need for progress monitoring measures that teachers can regularly use in the classroom to assess basic academic and functional skills of children and youth with significant cognitive disabilities. The International Institute on Progress Monitoring (IIPM) is developing, refining, and adapting assessments for use on touch-screen tablets in English, Russian, and other languages. IIPM aims to expand the use of progress monitoring measures for this student population to other languages and educational contexts.

The project was initiated in 2013 when Drs. Brian Abery and Renáta Tichá visited Dr. Anastasia Mamaeva and her colleagues at Krasnoyarsk State Pedagogical University, Russia in 2013. IIPM is an extension of the memorandum of understanding between the University of Minnesota and Krasnoyarsk State Pedagogical University. Since then, Drs. Abery and Tichá have begun work with additional partners in Denmark and the Czech Republic.

]]> 2015-09-17T11:53:55-05:00 - Thu, 17 Sep 2015 11:53:55 CST
Effectiveness of Two Approaches to Expand the Social Inclusion of Adults with IDD Living with Families

Determines what types of strategies families can use to increase the social inclusion of their adult age child with Intellectual and Developmental Disabilities (IDD) who is living with them. Although many strategies have increased the social inclusion of individuals with IDD in residential services, it is unknown whether such strategies can also be used by families who have an adult child with IDD living with them. In addition, there is a great need for transition-age students to expand social inclusion upon graduation.

This project is unusual because virtually all previous projects concerning social inclusion with community members have been aimed at formal service providers. This is the first project known that is aimed at families. The expected benefits are an increase for the adult age children living with their families in their friendships with community members, membership in community groups, and socially valued roles in community life.

]]> 2015-09-10T12:14:44-05:00 - Thu, 10 Sep 2015 12:14:44 CST
State Systems Grant: Minnesota Act Early

Promotes early screening and identification of neurodevelopmental disabilities in culturally and linguistically diverse communities through focused outreach of the Learn the Signs, Act Early (LTSAE) campaign message.

The project, which is funded by the Association of Maternal and Child Health Programs (AMCHP), presents the opportunity for significant and sustained impact within culturally diverse communities and local community organizations to promote LTSAE materials, parent-led developmental monitoring, and increase early screening of neurodevelopmental disabilities. While this project will provide the initial training and materials, the Act Early delegates within the community organizations will gain the skills to carry the message and outreach forward beyond the funding cycle of this grant. Further, the expanded Act Early Delegate network will be a framework for both efficient and broader dissemination of Act Early information and coordinated screening efforts. It is expected that Act Early Delegates will integrate Act Early messaging into their practices and identify how their unique set of resources can be brought to early screening, identification, intervention, and policies to support sustainability of effective, integrated practices and processes. Further, the materials developed will be available for ongoing use (PSAs, translated materials, etc.) across Minnesota and within the targeted communities. Training materials such as webinars will be archived and accessible on the MN LEND website for future use. The partnerships that will be developed with culturally diverse community groups will facilitate ongoing professional collaboration and future opportunities for outreach.

]]> 2015-09-10T11:38:57-05:00 - Thu, 10 Sep 2015 11:38:57 CST
ThinkWork: Research and Training Center on Advancing Employment for IDD

Defines an evidence-based integrated model for employment support of Individuals with Developmental Disabilities (IDD) that incorporates research and practice on effective practices and includes job seekers' support needs, culture, and personal and economic resources. The project will also implement a scalable, cost-effective intervention for improving employment outcomes through consistent delivery of effective practice using online training, data-based performance feedback, and facilitated peer-to-peer support.

Research suggests that employment professionals who assist IDD do not consistently implement promising or evidence-based practices. Moreover, the evidence base for practices is often fragmented, and does not provide clear guidance to employment consultants about decisions regarding strategies and approaches that account for job seekers' individual support needs. The project uses mixed-method research that includes a qualitative study and a randomized controlled trial.

]]> 2015-09-10T11:08:40-05:00 - Thu, 10 Sep 2015 11:08:40 CST
Student Assessment Inventory for School Districts: Considerations for Special Education Assessment Systems

Writes a paper to guide school districts about how to take stock of the assessments that students with disabilities are taking, and ensuring that they are taking only the assessments that serve the most essential purposes. Complaints about too much testing sometimes turn into discussions about all the testing associated with special education services. Students receiving special education are a group of students for whom a special set of assessments may be used. It is important to understand who students with disabilities are and the assessments that are required for these students when addressing questions about too much testing. The paper will include recommendations about how to include special education in a comprehensive assessment system and avoid concerns about too much testing for students with disabilities who receive special education services.

]]> 2015-09-09T16:47:20-05:00 - Wed, 09 Sep 2015 16:47:20 CST
RRTC for Family Support

Furthers family support through the following activities:

  1. Produce data briefs, from the National Core Indicator Family Survey.
  2. Create online courses for Aging and Disability Resource Center staff on working with families.
  3. Begin work with HSRI and NASDDDS to expand surveys to include other disability groups and older adults and to expand family related measures and questions.
  4. Participate in advisory council/TA meetings, and be part of the workgroup on family support monitoring systems that is part of R2.
]]> 2015-09-09T16:20:21-05:00 - Wed, 09 Sep 2015 16:20:21 CST
Systems Improvement Group

Provides program evaluation services, high quality technical assistance, stakeholder facilitation, leadership development, and data analysis and visualization services to support systems improvement efforts in state and local education agencies.

The focus of the Systems Improvement Group is in three major areas:

  • Systems Improvement Through Capacity Building. Staff use analytical tools to identify components of systems (e.g., infrastructure, professional development needs, data and monitoring practices) to assess needs and engage in systems reform. This is accomplished by sharing evidence-based practices and other options that optimize system capacity to influence positive changes at a targeted level (e.g., state agency, classroom). Strategies include the identification of infrastructure improvements, data disaggregation, leveraging, stakeholder engagement and implementation, and development of results-focused monitoring systems.
  • Improvement Through Data Analytics. Staff provide training to those who must learn how to use data to make decisions. For example, the Systems Improvement Group has developed an evidenced-based training series designed to help clients use data in a meaningful way to address accountability requirements and support the improvement. It also uses data visualization strategies and root cause analysis to help clients in their improvement planning efforts.
  • Decision-Making Through Evaluation. Staff offer clients a variety of qualitative and quantitative methods to support decision-making in implementing systemic improvement efforts. They are highly skilled in developing new and innovative measures of processes and outcomes, which yield reliable formative and summative information about improved results for children and youth.
]]> 2015-09-01T16:02:35-05:00 - Tue, 01 Sep 2015 16:02:35 CST
Assessments of Students with Significant Disabilities: A Russia-U.S. Partnership

Establishes a partnership between the University of Minnesota (UMN) and Krasnoyarsk State Pedagogical University (KSPU), Russia, to develop and evaluate a system of formative assessment suited for use with students with significant disabilities (e.g. intellectual and multiple disabilities). Given the special learning needs of such students, teachers in both countries are struggling to meaningfully assess academic progress in basic subjects. In this project, University faculty at UMN and KSPU conduct joint research to develop and evaluate the technical properties of a technology-assisted, curriculum-based system of assessment designed to meaningfully assess students with significant disabilities.

]]> 2015-08-26T15:39:48-05:00 - Wed, 26 Aug 2015 15:39:48 CST
Technical Assistance to Money Follows the Person

Provides technical assistance to Money Follows the Person (MFP) grantees in Ohio and Iowa by responding to general questions from MFP states to Core Competency and Training in addition to the Centers for Medicare and Medicaid Services (CMS) toolkit.

]]> 2015-05-15T10:22:13-05:00 - Fri, 15 May 2015 10:22:13 CST
"Learn the Signs, Act Early" Outreach Work

Develops and expands on the MN Help Me Grow and the Institute's Act Early work in culturally and linguistically diverse communities. Act Early is building a national network of agencies, organizations, and professionals (called ambassadors) that utilize the Centers for Disease Control's (CDC's) "Learn the Signs, Act Early" message. The project presents the opportunity for significant and sustained impact within culturally diverse communities to increase early screening of neurodevelopmental disabilities. While this project will provide the initial training and materials, the Act Early/MN Help Me Grow delegates within the community organizations will gain the skills to carry the message and outreach forward beyond the funding cycle of this grant.

]]> 2015-05-15T09:51:33-05:00 - Fri, 15 May 2015 09:51:33 CST
New York Direct Support Professional (DSP) Credentialing Program Implementation Study

Aims to gauge the workforce development issues for Direct Support Professionals (DSPs) in the state of New York through multi-method analysis. The 2014 New York legislative assembly requested that a comprehensive report be submitted to the Governor and Assembly leaders no later than January 1, 2016. The New York Direct Support Professional Credentialing Program Implementation Study utilizes information from the following sources to provide this information to the New York legislative assembly:

  • A literature review of existing credentialing models related to DSPs
  • Focus groups with self-advocates, families, circles of support, provider associations, individual and organization providers, frontline supervisors, senior leadership, and government officials to determine feasibility and recommendations for implementation
  • A DSP Training and Credentialing Provider Survey to obtain a baseline of critical workforce indicators
  • Regional focus groups across in New York with DSPs and Employers about their interest in and barriers in the way of participating in a credentialing program

This information will be compiled in order to:

  • Create a sustainable financial model that builds training costs into Medicaid reimbursement rates
  • Create a communications plan for comprehensive DSP credentialing program implementation.
]]> 2015-03-24T09:35:07-05:00 - Tue, 24 Mar 2015 09:35:07 CST
Minnesota Autism and Developmental Disabilities Monitoring Network

Joins a national network that is increasing knowledge about the population of children with Autism Spectrum Disorder (ASD) and other developmental disabilities in the U.S., comparing how common ASD is in different parts of the country, and understanding the impact of ASD and related conditions in American communities. The project, which adds ICI as a new site in the Centers for Disease Control and Prevention's (CDC) Autism and Developmental Disabilities Monitoring (ADDM) Network, builds on earlier ICI work that estimated the prevalence of ASD among Somali and non-Somali children in Minneapolis, which was the largest project to date to look at the number and characteristics of Somali children with ASD in any U.S. community. This new project will help many groups (policymakers, service providers, educators, advocates, families, and researchers in Minnesota and across the county) better understand prevalence differences among immigrant and diverse populations in Hennepin and Ramsey counties, and this information can help Minnesota better plan for services.

This project will use the CDC's ADDM Network methods to do the following:

  • Estimate the prevalence of 8-year-olds with ASD and 8-year-olds with intellectual disabilities in the two counties, and identify other characteristics of those children, such as ethnicity and co-occurring conditions.
  • Identify disparities in prevalence, characteristics, and age of diagnosis across demographic groups, including two large racial/ethnic groups unique to the area - Somali and Hmong children.
  • Engage Somali, Hmong and other communities around ASD issues and to improve services for all children with ASD and intellectual disabilities in their communities.
]]> 2015-01-23T11:14:00-06:00 - Fri, 23 Jan 2015 11:14:00 CST
PROMISE Technical Assistance Center

Implements and completes the evaluation activities for the AUCD PROMISE (Promoting the Readiness of Minors in Supplemental Security Income) Technical Assistance Center, including evaluation consulting and design, instrumentation development, data collection process implementation, and data analysis and reporting. The Technical Assistance (TA) Center will also conduct technical assistance at demonstration sites. The purpose of the TA Center is to:

• Improve skills of State and local personnel to support partnerships among agencies;

• Improve implementation of interventions for model demonstration project (MDP) Supplemental Security Income recipients and their families;

• Increase knowledge that supports training to the families of participating children;

• Improve methods of developing and implementing a plan for conducting a formative evaluation of each MDP activity and model; and,

• Improve methods for collecting data and the capacity to track and manage MDP information.

PROMISE is a joint initiative of the U.S. Department of Education, the U.S. Social Security Administration, the U.S. Department of Health and Human Services, and the U.S. Department of Labor.

]]> 2014-11-06T15:56:02-06:00 - Thu, 06 Nov 2014 15:56:02 CST
Identifying the Critical Elements Associated with High Fidelity Adoption of Programs that Support and Enhance the Quality of Life for Persons with IDD

Conducts a longitudinal study to identify the critical elements of health care coordination for people with physical disabilities and examines the relationship of these elements to health-related outcomes.

]]> 2014-10-24T12:04:21-05:00 - Fri, 24 Oct 2014 12:04:21 CST
Supporting the Self Determination of Adults and Transition Age Youth within the Family Context

Develops and conducts initial field-testing of a six-lesson training program designed to help families better support the self determination of their young adult or adult with intellectual and/or developmental disabilities.

]]> 2014-08-11T08:59:08-05:00 - Mon, 11 Aug 2014 08:59:08 CST
English Language Proficiency Assessment for the 21st Century

Develops assessments to evaluate k-12 students' proficiency in relation to new English language proficiency standards aligned to college- and career-readiness. ELPA21 is a consortium comprising the Institute's National Center on Educational Outcomes, 10 states, and other organizations who are working together to ensure that the assessments and instructional supports provided to English language learners (ELLs) are accessible for all ELLs, including those with disabilities.

]]> 2014-08-08T15:42:41-05:00 - Fri, 08 Aug 2014 15:42:41 CST
International Triangle Grant

Collaborates with colleagues from Krasnoyarsk State Pedagogical University in Siberia on development of a technology-based General Outcome Measures system for use by educators to assess basic skills of students with the most significant intellectual disabilities. When complete, the system will be software-based, in English and Russian, and will be used for assessment and feedback to teachers.

]]> 2014-08-07T15:51:21-05:00 - Thu, 07 Aug 2014 15:51:21 CST
Obama-Singh 21st Century Knowledge Initiative Award 2013: A Sustainable Response to Intervention Model for Successful Inclusion of Children with Disabilities

Fosters university-, district- and school-level partnerships between India and the U.S., using the Response to Intervention (RTI) education framework. RTI is a model for a school-wide process that helps teachers ensure that all their students, including students with disabilities, are making adequate academic progress. In this project, ICI's Brian Abery and Renáta Tichá will travel to India to work with the schools in the Coimbatore district and faculty from Avinashilingam University on delivering training, technical assistance, and mentoring for their faculty in effective implementation of RTI and its impact on successful inclusion of students with disabilities. Indian faculty will come to Minnesota to see how Minnesota schools have adapted RTI to their needs. And the collaborating Coimbatore schools will serve as model demonstration sites for other schools in Tamil Nadu, building local capacity and allowing for potential scale-up.

]]> 2014-03-05T13:26:13-06:00 - Wed, 05 Mar 2014 13:26:13 CST
American Youth Leadership Program: Learning to Serve...Serving to Learn

Enables high school students with and without disabilities, and their educators, from the U.S. and Costa Rica to learn and serve together while enhancing their cultural understanding, global competency, and leadership skills. This inclusive service learning project pairs 33 students - 12 of whom have disabilities - from the School of Environmental Studies in Apple Valley (a public high school on the grounds of the Minnesota Zoo) with 17 students from a Liceo de Poás high school in Costa Rica's Alajuela region. The students from Minnesota and Costa Rica study environment and climate change, and are developing a collaborative service learning projects to address a need in those areas. In July and August 2014, the Minnesota students spent three weeks in Costa Rica working with the students there on their service learning collaborative project. The project takes the inclusive service learning program developed at ICI and applies it to a new cultural context, thus expanding its inclusive component to another level of diversity.

]]> 2013-11-20T12:09:46-06:00 - Wed, 20 Nov 2013 12:09:46 CST
Transition from School to Work for Minnesota's Youth With Disabilities: An Oral History

Conducted and transcribed eight interviews with persons who were involved in developing and implementing policies during the 1980s and '90s that helped reduce the unemployment rate among youth with disabilities in Minnesota. This rate is well below the national average, mainly thanks to these policies in the areas of Special Education, Vocational Education, and Vocational Rehabilitation.

The interviewees were Cathy Carlson, Stephanie Corbey, David R. Johnson, Sandra Lewandowski, Lloyd Petri, Vernon Schultz, Barbara Troolin, and Bob Vaadeland. Transcripts will eventually be posted on the Minnesota Historical Society Web site; in the meantime, they can be obtained from Norena Hale at

]]> 2013-09-23T09:32:36-05:00 - Mon, 23 Sep 2013 09:32:36 CST
GAAP (Guidelines for Accessibility of Assessments Project) Evaluation

Reviewed and provided written feedback on the readability and usability of all project work products, including sign and audio guidelines and written reports. The project accomplished this through established cognitive lab protocols, survey methodologies, and statistical analysis review.

]]> 2013-04-30T11:56:28-05:00 - Tue, 30 Apr 2013 11:56:28 CST
National Frontline Supervisor Competency set

Developed a Frontline Supervisor (FLS) competency set to build and promote a frontline workforce equipped to meet the complex needs of individuals with disabilities. Based on national validation of the Minnesota FLS competency set, an updated FLS competency set was developed that incorporated best practices in service delivery for people with disabilities. Workforce development tools built from the FLS Competency set facilitated effective implementation of workforce development activities and quality service provision.

]]> 2013-04-25T09:30:53-05:00 - Thu, 25 Apr 2013 09:30:53 CST
Dogged Determination: An Anthology of the 1957 Law Requiring Education for Handicapped Children in Minnesota's Public Schools -- A First in the Nation

Wrote and published the book, Dogged Determination: An Anthology of the 1957 Law Requiring Education for Handicapped Children in Minnesota's Public Schools -- A First in the Nation.

In 1957, the state legislature overwhelmingly passed a comprehensive law requiring special education in Minnesota's public schools for those considered educable - one of the first in the nation.

Evelyn Deno (1911-2005), a University of Minnesota professor, collected stories from those who were involved in drafting and implementing the 1957 law, but she passed away before it could be published. The book is named after her dogged determination to create public school services for children with disabilities and her tenacity to complete the anthology.

The University of Minnesota, Institute on Community Integration received Minnesota Cultural and Heritage grants to publish Deno's work. Norena Hale organized and condensed Deno's stories while Gretchen Bratvold provided developmental editing to create a publishable manuscript.

Part I provides a succinct history of how children with disabilities were at first institutionalized and then gradually educated in public schools in Minnesota. Part II shares the stories from those involved in getting the law passed. And Part III summarizes through first hand accounts about how the 1957 law provided for the creation of a special education section in the Department of Education, for teacher training programs, and for individualized specialized services in the public schools.

]]> 2013-03-20T14:59:05-05:00 - Wed, 20 Mar 2013 14:59:05 CST
IEP Quality Project

Assists the University of Illinois in its development and extension of a previous IES project to develop and test a Web-based IEP Quality Tutorial to assist educators and parents in the development of Individualized Education Programs (IEPs) that go beyond meeting procedural requirements to reach the substantive components of IEPs. New components to be developed include: (a) integration of the Common Core State Standards, (b) inclusion of social/emotional/behavioral goals and related service needs, (c) content modules for formative assessment of high priority annual goals, and (d) online training videos and user guidance for the tutorial Web site. The IEP Quality Project will assist the University of Illinois with its work on aligning to the Common Core State Standards, developing standards-relevant probes, and organizing and analyzing student outcome data.

]]> 2012-12-18T11:53:03-06:00 - Tue, 18 Dec 2012 11:53:03 CST
Partnership in Wellness: A Training Curriculum for Adults with Intellectual and Developmental Disabilities

Develops and field-tests a research-based, universally-designed, health promotion curriculum that addresses the unique learning needs of adults with intellectual and/or developmental disabilities who require ongoing daily supports, have limited readings skills, and would benefit from learning about improved nutrition and activity. The project's goal is to improve the quality of life and longevity of people with intellectual and developmental disabilities by increasing physical activity, reducing obesity and overweight, preventing lifestyle-related secondary conditions, and reducing associated health care costs.

]]> 2012-10-23T11:41:40-05:00 - Tue, 23 Oct 2012 11:41:40 CST
Making a Map: Finding My Way Back

Develops and implements a comprehensive, evidence-based model to support juvenile offenders with disabilities transitioning from juvenile justice facilities into secondary and postsecondary education, employment, and community programs. The project is conducted in Ramsey County, Minnesota, which encompasses St. Paul and surrounding suburbs, and will result in a tested re-entry and reintegration model that can be adopted nationwide by other schools, juvenile justice programs, and communities.

]]> 2012-10-22T15:56:45-05:00 - Mon, 22 Oct 2012 15:56:45 CST
Minnesota DHS Systems Change and Capacity Building Through Research, Training, and Technical Assistance Projects

Conducts research, training and technical assistance activities that enhance Minnesota's capacity to support community living for individuals with disabilities and/or mental illness. Primary areas of focus include expanded professional competency in, and statewide use of, person-centered service approaches, effective Positive Behavior Support interventions, evidence-based practices promoting a recovery approach to mental illness, integrated models of residential services and supports for children with Autism Spectrum Disorders, and early intervention services for young children with Autism Spectrum Disorders. Research and training activities will also be conducted to promote interdisciplinary teamwork among service professionals and improved use of employability data on people with disabilities by agencies and programs. In addition to the focus on professional development and system improvement is an emphasis on building capacity to support individuals leaving congregate care settings through use of competency-based training for families and others in their circles of support, as well as peer support leadership training for self-advocates.

]]> 2012-10-18T10:30:47-05:00 - Thu, 18 Oct 2012 10:30:47 CST

Offers a suite of competency-based, online curricula for professionals providing services to people with intellectual, developmental, physical, and psychiatric disabilities, and to older adults. Operated by a partnership of the Institute's Research and Training Center on Community Living (RTC-CL) and Elsevier, a world-leading provider of scientific, technical, and medical information, DirectCourse is comprised of four colleges:

The College of Direct Support, based at the RTC-CL

The College of Employment Services, based at the Institute for Community Inclusion, University of Massachusetts Boston

The College of Personal Assistance and Caregiving, based at the Center for Personal Assistance Services, University of California, San Francisco

The College of Recovery and Community Inclusion, based at Temple University Collaborative on Community Inclusion for Individuals with Psychiatric Disabilities

]]> 2012-10-09T15:17:21-05:00 - Tue, 09 Oct 2012 15:17:21 CST
MN Act Early Ambassador

Develops and expands on the Institute's Act Early work in culturally and linguistically diverse communities. Act Early is building a national network of agencies, organizations, and professionals (called ambassadors) that utilize the Centers for Disease Control's (CDC's) "Learn the Signs. Act Early." message. CDC selected ICI's Jennifer Hall-Lande as Minnesota's ambassador for this project. The Act Early materials promote early identification, screening, and intervention for Autism Spectrum Disorders and related neurodevelopmental disabilities in culturally and linguistically diverse communities across Minnesota. The project presents the opportunity for significant and sustained impact within culturally diverse communities to increase early screening of neurodevelopmental disabilities. While this project will provide the initial training and materials, the Act Early delegates within the community organizations will gain the skills to carry the message and outreach forward beyond the funding cycle of this grant.

]]> 2012-08-03T11:50:50-05:00 - Fri, 03 Aug 2012 11:50:50 CST
Feedback and Revision on AA-MAS in Mathematics

Examined student perceptions of a computerized testing system that provides feedback and opportunities for revision for incorrect answers. Researchers interviewed 41 students using cognitive interview methods while students completed test questions using the feedback and revision model. The director also liaised with the client on large-scale quantitative research.

]]> 2012-07-20T15:20:22-05:00 - Fri, 20 Jul 2012 15:20:22 CST
Together We Make a Difference: Inclusive Service Learning as part of 4-H Youth Development Programs

Instilled hope, a sense of purpose, self-confidence, and a positive vision of the future among at-risk, high school youth with and without disabilities through a year-long inclusive service learning experience delivered through 4-H programs. The project also aimed to help develop a long-term partnership between the Institute on Community Integration, University of Minnesota Extension, and youth development organizations working within the 4-H framework to enhance the opportunities of Minnesota youth with and without disabilities to become successful learners who positively engage with their communities and become future leaders.

]]> 2012-07-20T13:56:41-05:00 - Fri, 20 Jul 2012 13:56:41 CST
MMM!: A Middle-school Mentoring Model to Improve School Outcomes for Disengaged 6th Grade Students

Developed and delivered the Middle-school Mentoring Model (MMM!), an afterschool small-group mentoring program to increase student engagement with school and learning and to foster positive youth development at Folwell School Performing Arts Magnet, a K-8 Minneapolis Public School. MMM!, which was based on ICI's Check & Connect, a comprehensive student engagement intervention, promoted a process that was developed for middle-schoolers of self-regulation, intrinsic motivation, and persistence, leading to on-time grade progression and school completion with sufficient skills for postsecondary education and/or employment. This intervention developed youth through relationships with caring adults and peers that strengthened students' psychological and cognitive engagement with school and learning.

]]> 2012-07-20T11:44:45-05:00 - Fri, 20 Jul 2012 11:44:45 CST
Evaluating the Effects of Check & Connect on High School Graduation

Examined the efficacy of the Check & Connect student engagement model with general education students in the San Diego Unified School District (SDUSD) who met specific criteria for being at-risk for failing to graduate high school. Six hundred students in 10 comprehensive high schools were identified as the study sample; 275 students received three years of intervention. Data analysis included intention-to-treat as well as endogenous subgroup analyses to answer for whom Check & Connect was most effective; currently a report is being written. While the primary goal is to estimate the effects of the program on general education students at-risk for failing to graduate high school, impacts on a range of policy-relevant student outcomes are being assessed. Also, implementation analyses to address application of the intervention to at-risk students in varied settings (e.g., treatment fidelity, dosage) is being conducted. The project is carried out in collaboration with the American Institutes for Research (AIR), and ICI's role in the implementation phase of the study was to provide training for Check & Connect mentors, the Check & Connect coordinator, and interested educators; and to provide technical assistance for implementation of Check & Connect and consultation about fidelity of implementation.

]]> 2012-05-08T15:46:34-05:00 - Tue, 08 May 2012 15:46:34 CST
Truancy Reduction in the Chicago Public Schools

Addressed truancy reduction for the Chicago Public Schools by providing staff training on the Check & Connect student engagement model, ensuring the fidelity of Check & Connect, and providing technical assistance to district staff on implementation. This project was carried out in collaboration with the ICI project, Preventing Truancy in Urban Schools: A Goal Three Randomized Efficacy Trial.

]]> 2012-05-08T15:39:23-05:00 - Tue, 08 May 2012 15:39:23 CST

Provides a school-based mentoring program that uses e-mail and face-to-face meetings to connect high school students to employees from the local business community. The purpose of the program is to connect youth with an employed, caring adult who can dialog with the youth about employment and provide information and resource related to employment.

]]> 2012-01-12T11:42:37-06:00 - Thu, 12 Jan 2012 11:42:37 CST
National Assessment Center

Gathers and disseminates research-based information on the inclusion of K-12 students with disabilities in State-level assessments aligned to academic content standards, and provides technical assistance for States and Consortia to support appropriate inclusion of students with disabilities in existing and emerging high quality assessment systems.

]]> 2011-10-19T14:36:54-05:00 - Wed, 19 Oct 2011 14:36:54 CST
FISP: Supporting Individuals and Families Information Systems Project

Establishes and refines a comprehensive program of annual data collection from states on family support, and conducts longitudinal data analysis, policy studies, and dissemination activities to better understand and promote effective supports for families and individuals with intellectual and/or developmental disabilities (IDD) who direct their own support. The data gathered will be used to help federal and state agencies understand the current status and emerging trends in supporting families and individuals with IDD living in homes of their own or with family members (including consumer direction). It will also be used to compare and contrast services and expenditures targeting the person with IDD versus those targeting the family members with whom they reside, and to compare services for children versus services for adults with IDD.

]]> 2011-10-18T11:58:59-05:00 - Tue, 18 Oct 2011 11:58:59 CST
North Central Regional Resource Center General Supervision Enhancement Grants

Examined the intended and unintended consequences of states' large-scale alternate assessments based on alternate achievement standards (AA-AAS). Federal law requires states to conduct AA-AAS for students who cannot meaningfully participate in a general assessment even with appropriate supports and accommodations. This study implemented a framework suggested by Lane and Stone (2002) in order to gain a better understanding of the consequences of AA-AAS in three states. Using the interpretive arguments and propositions suggested in Lane and Stone's framework, evidence was gathered through teacher and administrator surveys as well as classroom observations. This effort yielded two valuable outcomes: specific evidence that states can use as to aid in determining the technical defensibility of their AA-AAS and an innovative application of the methodology suggested by Lane and Stone (2002) to better understand the consequences of AA-AAS.

]]> 2011-09-08T10:46:56-05:00 - Thu, 08 Sep 2011 10:46:56 CST
Minneapolis Somali Autism Spectrum Disorder Prevalence Project

Studies the prevalence of Autism Spectrum Disorders (ASD) among children in Minneapolis to determine whether children of Somali descent have higher rates of ASD than non-Somali children. The project involves public health surveillance of all children in Minneapolis between the ages of 7-9 by looking at school and health records. The research is being conducted in close collaboration with parents and leaders in the Somali community. The project is now in its dissemination phase; the researchers are sharing their findings with Somali families of children with ASD and engaging with organizations who serve them.

]]> 2011-07-20T10:51:29-05:00 - Wed, 20 Jul 2011 10:51:29 CST
Improving the Validity of Assessment Results for English Language Learners with Disabilities

Creates a consortium of states (Arizona, Minnesota, Maine, Michigan, and Washington) to address the validity of assessment results of English language learners (ELLs) with disabilities in statewide accountability assessments. Activities include:

  • Examining the characteristics of the students and their performance
  • Improving the process for making decisions about participation and accommodations via expert panel input and studies of decision making
  • Developing principles to guide the assessment of ELLs with disabilities.

The information produced through these activities will help all states to develop validity arguments for their assessments and assessment practices for ELLs with disabilities.

]]> 2011-07-07T17:08:42-05:00 - Thu, 07 Jul 2011 17:08:42 CST
Relative Impact of Interventions to Improve Achievement and Retention in Postsecondary Occupational Programs

Studied retention programs at community colleges in four states. Each college had strong programs for Career and Technical Education students who are studying for careers requiring a one- or two-year credential. The study aimed to determine which programs are most effective at retaining which groups of at-risk students. The project report is on the Web.

]]> 2011-06-08T11:59:04-05:00 - Wed, 08 Jun 2011 11:59:04 CST
National Longitudinal Transition Study

Conducts a national study of transition-age students with disabilities to identify the challenges they encounter in their preparation for post-high-school life, and the factors that may facilitate successful transitions from high school to adulthood. The study team from Mathematica Policy Research and the Institute on Community Integration is comparing youth with disabilities to those without disabilities to provide, for the first time, a clearer national picture of the gaps in the following areas: (1) The characteristics (personal, family, school) of youth with disabilities in public schools across the country; (2) the services, accommodations, and outcomes these youth receive while in school; and (3) what they do after they leave high school. The study will include approximately 15,000 students, including 12,000 students on IEPs, 3,000 general education students not on IEPs, and 700 students on 504 plans. To examine changes in youth experiences and outcomes over time, the study team will also compare this group of youth with disabilities to two groups studied in previous longitudinal studies. The project, which is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Improvement Act of 2004, is based at Mathematica Policy Research.

]]> 2011-05-11T10:19:55-05:00 - Wed, 11 May 2011 10:19:55 CST
General Supervision Enhancement Grant (GSEG) on behalf of the Alabama State Department of Education

Developed high-quality assessment and instructional systems for students with disabilities whose progress is such that they are not likely to reach grade-level proficiency in the same time frame as other students. Activities included the development of (1) online professional development materials on accommodations decision-making, and (2) a set of strategies/guidelines for universal design for alternate assessments based on modified achievement standards (AA-MAS).

]]> 2011-05-06T14:50:02-05:00 - Fri, 06 May 2011 14:50:02 CST
Preventing Truancy in Urban Schools: A Goal 3 Randomized Efficacy Trial

Tests the efficacy of the Check & Connect student engagement model with general education students in the Chicago Public Schools who have chronic attendance difficulties. The two-year implementation study includes 300 students in grades 2-8; over 20 elementary and K-8 schools are involved. A within-school random assignment design in which students who meet established criteria for risk are assigned either to participate in the Check & Connect intervention or not is being used. The aim of the study is to (a) generate rigorous evidence about the effects of Check & Connect on attendance, truancy, and academic outcomes of general education students with attendance difficulties; and (b) replicate the implementation of Check & Connect with at-risk youth in a large urban school district. Among the analyses conducted will be examination of program costs for use of this intervention. The project is carried out in collaboration with Northwestern and University of Chicago researchers, and ICI's role in the study is to provide training for Check & Connect mentors, the Check & Connect coordinator, and interested educators; and to provide technical assistance for implementation of Check & Connect and consultation about fidelity of implementation.

]]> 2011-05-06T14:36:50-05:00 - Fri, 06 May 2011 14:36:50 CST
Normalization Principle and Wolf Wolfensberger Project, The

Produces a 56-minute (one-hour broadcast time slot) documentary on the work of Dr. Wolf Wolfensberger, an influential American academic and sometimes controversial leader in the reform of human services, particularly services to people with developmental disabilities. Through interviews with Dr. Wolfensberger and many of those he influenced beginning in the early 1970s, we will explore the Principle of Normalization, ideas that began the deinstitutionalization of people with disabilities, the concept of Social Role Valorization, citizen advocacy, and the history of services and perceptions of socially devalued people. Though Dr. Wolfensberger has had a long and distinguished career, this documentary will focus on his contributions of the 1960s and '70s, with particular emphasis on normalization. Phase 1 of this project occurred in October 2009 and include interviewing Wolf Wolfensberger and colleagues over four days in Syracuse, NY. Phase 2, to include additional interviews, research, script development, and production, is contingent upon funding.

]]> 2011-05-06T14:25:18-05:00 - Fri, 06 May 2011 14:25:18 CST
Family Advocacy and Support Training Project: PACER Evaluation

Developed training modules for PACER Center, an advocacy organization based in Minneapolis, Minnesota, which coordinates this ADD-funded effort to develop and disseminate culturally responsive, replicable training materials for families of children and youth with intellectual and/or developmental disabilities (IDD) in all 50 states. The project developed four training modules for families on the topics: The Journey to Adulthood: What parents need to know (sexuality); Getting and keeping a first job; Skills for Effective Parent Advocacy; and Working for change: Using the power of a personal story. PACER partnered with parent centers, state action teams, and the developmental disabilities (DD) network to conduct trainings for 2,000 to 4,000 families in all 50 states using these materials. ICI assisted PACER to conduct and analyze a national evaluation of family support services. This included a series of focus groups with low-income, racially, culturally, and linguistically diverse families, and Web-based and print versions of a survey to gather national information about the support needs of diverse families. Finally, ICI supported PACER in evaluating project activities, trainings and products to describe the impact of the FAST project on the capacity of diverse families of children and youth with disabilities to find, use and evaluate family support services and to use those services to advocate for their family members.

]]> 2011-05-06T13:38:20-05:00 - Fri, 06 May 2011 13:38:20 CST
Arc of the United States Analysis of the FINDS survey

Analyzed and reported the results of a quantitative statistical analysis of the 2010 FINDS survey. An Executive Summary and Comprehensive Report of Findings was prepared to inform key stakeholders of views of individuals with intellectual and developmental disabilities (IDD), their family members, and caregivers. The report could be used to influence policy and social initiatives and to enhance The Arc's position as a leader in providing current and accurate information regarding the experiences, needs, and desires of the target population.

]]> 2011-05-06T12:58:09-05:00 - Fri, 06 May 2011 12:58:09 CST
Connecting Through Service

Created an effective and system-level process to increase student engagement by utilizing a collaboration with existing partners. This process was accomplished through a strategic integration of four research-based strategies for engaging high school students at-risk of dropping out of Fond du Lac Ojibwe School. These strategies included:

  1. Implementing Check & Connect (C&C): A nationally recognized, research-based comprehensive student engagement intervention,
  2. Embedding service-learning as a continuous component of core academic curricula;
  3. Integrating entrepreneurial standards and skills within service-learning projects focused on addressing community needs; and
  4. Implementing a youth leadership group to support on-going student voice and leadership.
]]> 2010-10-20T11:31:19-05:00 - Wed, 20 Oct 2010 11:31:19 CST
Check & Connect: A Model for Engaging and Retaining Students with Intellectual Disabilities in Higher Education

Establishes an inclusive and comprehensive model for engaging and retaining students with intellectual disabilities in higher education programs. Building on the Check & Connect model, this demonstration project is developing a postsecondary model providing Check & Connect coaches to work with college students with intellectual disabilities to address their persistence, engagement, and successful completion. The project focuses on academic engagement, social integration, comprehensive systems of student support, interagency collaboration at the state and community level, and successful program completion leading to positive employment and independent living outcomes. The project organizers believe that broad levels of collaboration are essential in supporting the outcomes of students with intellectual disabilities to achieve through their participation and eventual entry into employment and independent living.

]]> 2010-10-20T11:13:37-05:00 - Wed, 20 Oct 2010 11:13:37 CST
National Center and State Collaborative General Supervision Enhancement Grant

Builds a comprehensive alternate assessment system based on the Common Core State Standards that includes project-developed tools and processes to support educators as they plan and provide appropriate instruction for students with the most significant cognitive disabilities. These supports will help Individualized Education Program teams accurately identify the learner characteristics and make appropriate decisions about how each student participates in the overall system of assessments.

]]> 2010-10-18T16:19:07-05:00 - Mon, 18 Oct 2010 16:19:07 CST
Culture-Based Arts Integration: A New Space for Access, Equity, and Excellence in K-8 Education

Partners with local American Indian artists to infuse culturally responsive American Indian visual and performing arts activities into K-8 (5-14 age range) arts education, and integrates American Indian arts activities into language arts, math, and science education. The project ensures that this American Indian arts-based curriculum is aligned with state and national benchmarks and content standards in visual and performing arts, language arts, math, and science; researches the effectiveness of the American Indian culture-based arts integration model in improving student academic performance in language arts, math, and science; and disseminates program results and outcomes for national and statewide replication.

]]> 2010-08-25T15:32:48-05:00 - Wed, 25 Aug 2010 15:32:48 CST
Project Access: Providing Accessible Outreach Programs in Small Business/Entrepreneurship for Tribal Members

Provides a variety of outreach learning opportunities from the Small Business/Entrepreneurship (SB/E) programs at Fond du Lac Tribal and Community College (FDLTCC). The project represents a careful review and study of the existing SB/E curricula by tribal members, administration, faculty, and Title III staff during the summer of 2009 to determine the effectiveness in meeting the needs of current and potential students and Fond du Lac employees. Results indicate that more extensive course offerings in business are needed to address the needs of the community as well as current students at FDLTCC.

]]> 2010-08-25T13:55:19-05:00 - Wed, 25 Aug 2010 13:55:19 CST
IT Kit: Thinking Through Improvement

Assists targeted state and local agencies in the North Central Region with data utilization and improvement efforts related to IDEA 2004. The passage of IDEA 2004 increased the need for state and local agencies to enhance their knowledge of and skills in using data for improvement, because this law brings data-related accountability to the local level. IT Kit is a tool developed by the North Central Regional Resource Center that combines training and a manual to enhance understanding of how improvement is achieved and how educational accountability is demonstrated. Information and activities highlight how to: use data to support the improvement planning process, prioritize areas for improvement, set targets and benchmarks, select effective improvement activities, evaluate process and impact, and report progress.

IT Kit, which has been in its second edition since January 2009, is part of NCRRC's training and is not sold separately.

]]> 2010-07-19T10:42:55-05:00 - Mon, 19 Jul 2010 10:42:55 CST
DSP Workforce Development Program

Provided state-of-the-art resources to help people with disabilities and their families find and retain quality Direct Support Professionals (DSPs). Specifically, the program updated and marketed Realistic Job Preview films and other products on direct support recruitment, retention and training. On a fee-for-service basis, the program, which was funded through external sales, provided: technical assistance and consultation, training, assessment, and research and evaluation to state and federal governmental agencies, provider organizations and others facing these issues. Since 1997, the program has provided training and consultation in nearly every U.S. state and in five foreign countries.

]]> 2010-05-27T09:59:59-05:00 - Thu, 27 May 2010 09:59:59 CST
Minnesota Para eLink

Provides Web-based training resources for professional development for paraprofessionals -- including the Minnesota Paraprofessional Consortium site, and the Paraelink training site. Paraelink is used in most Minnesota schools and many other schools across the nation.

]]> 2010-05-05T17:04:49-05:00 - Wed, 05 May 2010 17:04:49 CST
Wisconsin Parent Survey Data Analysis Project

Collected, analyzed, and reported on the Wisconsin Department of Public Instruction's Part B Parent Survey. NCRRC's work on the Parent Survey consisted of four activities:

  1. Inputting data from both online and paper versions,
  2. Analyzing the data;
  3. Writing multiple reports, including what is submitted for Part B Indicator 8 on the Annual Performance Report required by the U.S. Department of Education, and
  4. Preparing individual districts' reports for approximately 85 districts each year.
]]> 2009-08-25T15:57:53-05:00 - Tue, 25 Aug 2009 15:57:53 CST
Effectiveness of Social Inclusion Approaches with Community/Civic Organizations and Faith-Based Initiatives

Disseminated findings of project research examining the degree of inclusion of people with ID/DD in community/civic organizations in four states and the effectiveness of two national faith-based initiatives aimed at inclusion. The study results, both for professionals and for community organizations and groups, were published with a view to increasing the success of these efforts in the future.

]]> 2009-08-21T15:09:35-05:00 - Fri, 21 Aug 2009 15:09:35 CST
Dropout Prevention Initiative Documentary and Monograph

Synthesized the results and findings of the five-year, federally-funded Dropout Prevention Model project implemented by the Minnesota Department of Education with seven school districts in the state. These results were captured in a monograph and a documentary film titled "Journey to Completion."

]]> 2009-08-21T13:57:20-05:00 - Fri, 21 Aug 2009 13:57:20 CST
Minnesota Leadership Education in Neurodevelopmental and Related Disabilities Program

Prepares future leaders who will serve children with Autism Spectrum Disorders (ASDs), other neurodevelopmental and related disabilities (NDDs), and their families in healthcare, education, human services, and policy settings. MNLEND is an interdisciplinary training program that responds to the needs of these children and their families, bringing together faculty, staff and students from 12 disciplines across the University of Minnesota, as well as community members, to:

  1. Advance the knowledge and skills of all child health professionals to improve healthcare delivery systems for children with developmental disabilities;
  2. Provide high-quality interdisciplinary education that emphasizes the integration of services from state and local agencies and organizations, private providers, and communities;
  3. Provide health professionals with skills that foster community-based partnerships; and
  4. Promote innovative practices to enhance cultural competency, family-centered care, and interdisciplinary partnerships.

The MNLEND Program is coordinated by the University of Minnesota's Institute on Community Integration and partners with other departments in the College of Education and Human Development, College of Liberal Arts, and the Academic Health Center.

]]> 2009-08-20T17:50:59-05:00 - Thu, 20 Aug 2009 17:50:59 CST
Moving Mountains Case Study Synthesis

Compiled, organized, thematically analyzed, and standardized each of the 17 individual case studies of Moving Mountains recipients. Qualitatively, the case studies were analyzed by theme to determine trends among progressive organizations related to developing the direct support professional workforce. This analysis led to best practice recommendations that were disseminated through scholarly publications and the NADSP and RTC Web sites, guiding other organizations to better recruit, train, and retain direct support workers.

]]> 2009-08-20T10:28:17-05:00 - Thu, 20 Aug 2009 10:28:17 CST
Connecting the Dots: Early Transition Training

Delivers online training developed by the project to help Part C Service Coordinators, LEA staff, and Service Providers understand important aspects of early childhood transition. This training, which is an online Part C to B transition training, is available to all States and jurisdictions across the country.

]]> 2009-08-20T09:16:37-05:00 - Thu, 20 Aug 2009 09:16:37 CST
Studies of Persons with Developmental Disabilities in the 1994-1995 National Health Interview Surveys-Disability Supplement

Described people with intellectual and/or developmental disabilities who live in their own homes or with their families, examining: 1) demographic, functional and health characteristics; 2) in-home services and supports; 3) access to healthcare; 4) services, devices and technology; 5) households with parents who have disabilities; 6) social roles and experiences of adults; and 7) the impact of recent changes in the DD Act definitions of disability on prevalence estimates.

]]> 2009-08-19T15:07:12-05:00 - Wed, 19 Aug 2009 15:07:12 CST
NASDDDS Emergency Planning for Developmental Disabilities Services Self-Assessment Instrument

Offered a Web-based tool for state officials nationwide to use to evaluate state emergency preparedness plans and the extent to which plans address issues critical to supporting and protecting individuals with intellectual and developmental disabilities during disasters.

]]> 2009-08-19T14:11:52-05:00 - Wed, 19 Aug 2009 14:11:52 CST
Accommodations Monitoring Project

Developed materials for states to use to improve the monitoring of accommodations for instruction and assessment.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Active Support Interventions and Their Effect on Increased Participation of Persons With Disabilities

Conducts a longitudinal, randomized control study to examine the impact of Active Support (AS) interventions in 20 group homes in Minnesota. AS is an organizational intervention that enables Direct Support Professionals in community settings to effectively support the engagement of persons with intellectual or developmental disabilities (ID/DD) throughout their day and in their communities. Research on AS in the United Kingdom and Australia has shown positive outcomes for people with ID/DD.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Art for All: The Stephanie Evelo Fund for Art Inclusion

Curates ongoing and revolving exhibits of visual art by artists with disabilities at the Institute on Community Integration, celebrating art and diversity while supporting artists with disabilities. Each installation features a new set of art for approximately four months and is occasionally celebrated with an art reception for the artists, their family members, and staff, and attended by the Institute and broader College community. To date, the project, which was formerly known as Changing Landscapes: An Ongoing Exhibit of Artists with Disabilities at ICI, has partnered with over a dozen organizations to put on these exhibits (see Collaborators below). This project was the springboard for the Arts & Disability Symposium, held October 30, 2009 on the University of Minnesota, Twin Cities campus.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Center for Early Education and Development

Improves developmental outcomes for young children nationwide through applied research, training, and outreach (publications, events). CEED is an interdisciplinary center of the University of Minnesota's Institute of Child Development in the College of Education and Human Development, and Partner Center of the Institute on Community Integration.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Changing Landscapes: A Symposium on the Arts & Disability

Organized the 2009 Symposium on the Arts & Disability, held October 30, 2009, at the University's Weisman Art Museum and produced the video, Radical Inclusion: The Arts & Disability. The symposium, co-sponsored by a coalition of University and community organizations, brought together artists with disabilities, disability service providers, arts instructors, arts advocates, University personnel, and others from around the state to share ideas for supporting and increasing involvement of individuals with disabilities in the arts. It included a keynote address by Tom di Maria of Creative Growth Art Center in Oakland, California, entitled "Artists with Disabilities in a Contemporary Context," as well as panel discussions with arts educators, artists with disabilities, and community arts programs. The project also coordinated displays of artwork by artists with disabilities at the Weisman the day of the event, and at locations across campus prior to and following the event. The short eight-minute video weaves together concepts rasied by leaders in the field around the arts among individuals with disabilities in society.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Check & Connect: A Comprehensive Student Engagement Intervention

Provides training in use of the Check & Connect student engagement intervention model to promote students' engagement with school, reduce dropout, and increase school completion. The Check & Connect model originated from a partnership of researchers, practitioners, parents, and students led by the Institute on Community Integration, University of Minnesota.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Consortium for Postsecondary Education for Individuals with Developmental Disabilities (Think College)

Conducted research, provided training and technical assistance, and disseminated information on promising practices that support individuals with developmental disabilities to increase their independence, productivity, and inclusion through access to postsecondary education, resulting in improved long-term independent living and employment outcomes. The Consortium was a national resource for knowledge, training, materials, and dissemination about the participation of individuals with developmental disabilities in postsecondary education. A collaboration of the Institute for Community Inclusion at the University of Massachusetts - Boston; the University Centers for Excellence in Developmental Disabilities in Delaware, Hawaii, South Carolina, Minnesota, Tennessee (Vanderbilt), Ohio, and California; and the Association of University Centers on Disabilities.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Developmental Disabilities Rotation for Pediatricians

Coordinates several components of the Developmental Disabilities Rotation required of all pediatric residents in the University of Minnesota Medical School, acquainting them with the design and implementation of community services for persons with disabilities and family-centered care and supports.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Effects of a Validated, Field-Tested, Self-Determination Training Program in a Randomized Control Trial Design

Conducted the first large-scale study of the effects of a self-determination training intervention with Direct Support Professionals (DSPs) designed to support the self-determination of persons with intellectual or developmental disabilities (ID/DD) who have intensive support needs. Previous research suggested that ecological characteristics, including organizational climate, policies and regulations, and the skills, attitudes, and knowledge of DSPs significantly influence the self-determination of adults with ID/DD.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Effects of Competency-Based Training for Direct Support Professionals on Organizations, Learners, and Service Recipients

Uses a standardized competency-based training program to assess the extent to which training directly linked to validated skills and knowledge needed by Direct Support Professionals (DSPs) affects major outcomes of importance. Outcomes to be examined include: staff turnover and retention, staff job satisfaction, individual community inclusion, participation, employment and self-determination, and individual satisfaction and experiences with support received.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Expanding the Circle

Delivers a curriculum offering culturally-relevant activities to facilitate the successful transition from high school to postsecondary life for American Indian students, and makes available implementation training of the curriculum to schools, youth, and community organizations nationwide.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Global Resource Center for Inclusive Education

Collaborates with national education agencies, non-governmental organizations, and universities around the world in the systemic improvement of education programs, practices, and policies that impact children, youth, and adults who may be excluded or underserved in educational systems. The center is part of the College of Education and Human Development's international initiatives.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Health Care Coordination for Individuals with Physical Disabilities

Studied health care coordination and its impact on the lives of people with disabilities. This longitudinal study project included an environmental scan and a series of focus groups to generate and test a conceptual model of the critical elements of effective care coordination; a series of data analyses using administrative Medicaid data to identify and describe Special Needs Basic Care (SNBC) participants with physical disabilities, and to examine health care utilization for SNBC recipients; development of instrumentation to measure the critical elements of effective care coordination; and a mixed methods longitudinal study of SNBC recipients and health care coordinators to examine the interrelationships between the elements of effective health care coordination and outcomes such as access to health care, improve health outcomes, and cost savings.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
History of Leadership in Developmental Disabilities: A Wiki Project

Uses Web and Wiki technology to collect, preserve, and share the history of leadership in the developmental disabilities field over the past 150 years, and pass on to future leaders the stories of how we got to where we are today. The project is creating an online history course and repository documenting the role of leadership and leaders in generating the ideas, movements, and programs that have been foundational to the developmental disabilities field, and using Wiki technology it will engage others in contributing to the multimedia content of the history course.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Inclusive Service Learning Project (formerly the Bubel/Aiken Inclusive Service Learning Project)

Developed a sustainable, long-term inclusive service learning program that brings together K-12 students with a wide range of abilities to participate in service learning and bridge the gap between young people with and without disabilities and the world around them.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Intersecting Cultures: Where Anishinaabe Arts Overlap with Standards-Based Curriculum

Developed a model for embedding American Indian culture and art into K-8 standards-based arts education, language arts, math, and science curricula for students in Cloquet Public Schools and the Fond du Lac Ojibwe School. The project created culturally-relevant art experiences for all students in these northern Minnesota schools while creating a learning environment in which American Indian and non-Indian students gained basic skills.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Lewin Personal Care Attendant Project

Conducted evaluative research on Minnesota's personal care attendant (PCA) program by: (1) analyzing legislation, rules, regulations, and policy documents to identify program changes and their impacts; (2) conducting quantitative analyses on PCA program data, including reviews of expenditures over time, changes in utilization rates and patterns, and other important program components to identify changes in expenditures, participants and program integrity; (3) evaluating other state experience with PCA programs under the state plan option and with cash and counseling programs; (4) analyzing Medicaid Management Information System data, particularly as it relates to understanding how, to what extent, and by which consumers PCA services are being used; and (5) gathering qualitative data from consumers through focus groups and surveys.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Limited English Proficiency IEP Strategies Project

Provides research-based knowledge to educators on the topic of instructional strategies that help middle school English language learners with disabilities achieve in standards-based content classrooms.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Making the Connection: Engaging and Retaining Young Adults in Postsecondary Education

Developed a postsecondary version of the Check & Connect student engagement model to increase students' ability to overcome barriers and persist in successful program completion in community college settings. Check & Connect is a targeted, intensive, comprehensive intervention model to enhance student engagement at school and with learning that has been validated with elementary to secondary level students. The outcome of this project was a model that addressed persistence at the community college level and that is ready for an efficacy trial.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Minnesota Paraprofessional Training Project

Supported a system to prepare the paraprofessional workforce to better contribute as team members in education by maintaining four training and technical assistance Web sites for the Minnesota Paraprofessional Consortium of state agency representatives, educators, paraprofessionals, parents, and others.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Multi-Site Study of Employment Interventions

Assessed the relationship between employment customization strategies and vocational outcomes. It also validated a training and mentorship approach for improving the skills of Direct Support Professionals who serve as employment consultants or job developers in two states.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Multi-State GSEG Consortium Towards a Defensible Alternate Assessment Based on Modified Achievement Standards

Studied state data on students with disabilities, the consequences of assessment options, and possible instruction and assessment changes for these students. More specifically, the project explored:

  1. How student data gathered by states can be used to improve student assessment and instruction for students with disabilities,
  2. The intended and unintended consequences of various assessment options for students with disabilities, and
  3. How the instruction and assessments of students who may qualify for an AA-MAS may need to be changed to ensure that there are high expectations for learning and that the students will have the opportunity to demonstrate what they know.
]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Alliance for Secondary Education and Transition

Developed the National Standards and Quality Indicators: Transition Toolkit for Systems Improvement, a research-based tool to help school systems and communities identify what all youth need to succeed in postsecondary education, civic engagement, employment, and adult life. The Institute's National Center on Secondary Education and Transition (NCSET) is a member of the alliance. ICI's participation in the alliance was funded by the U.S. Department of Education, Office of Special Education Programs.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Center on Educational Outcomes

Provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results for all students, including students with disabilities and students who are English learners (ELs). NCEO has a rich set of reports and other publications on a range of topics related to educational outcomes of students. It receives funding from the federal government, states, and several other organizations.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Center on Secondary Education and Transition

Focuses on improved access and success for students with disabilities in secondary and postsecondary education, as well as employment, independent living, and community participation. Activities include training for educators and other professionals; technical assistance to organizations, schools, and agencies; twice monthly electronic newsletter; and distribution of over 80 NCSET publications through its Web site.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Collaborative on Workforce and Disability for Youth

Provides training and technical assistance, and conducts research, that support state and local policies to promote full access to high quality workforce development services on the part of youth with disabilities. The Institute's National Center on Secondary Education and Transition (NCSET) is a partner in the Collaborative, which is housed at the Institute for Educational Leadership, Washington, DC.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Core Indicators Multi-State Study of Service Outcomes and Their Predictors

Analyzes data from 25 states and 4 sub-state regions on more than 12,000 randomly sampled individuals with developmental disabilities to examine lifestyles and service outcomes, and individual program and service factors that predict them. Conducts national analyses of the adult consumer survey, adult family survey, child family survey, and family guardian survey. Project findings are disseminated primarily through publications in professional peer reviewed journals.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Direct Support Workforce Resource Center

Brought together in one place the nation's premier resources on the topic of Direct Support, with the goal of improving the quality, recruitment, and retention of the Direct Service workforce nationwide.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Gateway on Self-Determination for Persons with Developmental Disabilities

Established training programs nationwide to assist persons with disabilities in practicing self-determination in their lives.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
National Technical Assistance Center on Assessment for Children with Disabilities

Conducted information gathering and needs assessments, provided technical assistance, and engaged in dissemination to improve results for students with disabilities by increasing their participation rates in high-quality assessment and accountability systems, improving the quality of assessments in which they participate, improving the capacity of states to meet data collection requirements, and strengthening accountability for results.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
North Central Regional Resource Center

Provided technical assistance and dissemination support to state education and lead agencies in Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, and Wisconsin as they sought to sustain systems change efforts that improve educational results and accountability for children and youth with disabilities and their families.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Partnership for Accessible Reading Assessment

Engaged in research on and development of accessible reading assessments to provide a valid demonstration of reading proficiency for increasingly diverse populations of students in public schools, and particularly for students with disabilities that affect reading.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Profiles of Transformation Case Studies

Conducts six annual case studies of exemplary initiatives in transformation of community living or employment supports, and two annual case studies of exemplary Direct Support Professional workforce development initiatives. The National Alliance for Direct Support Professionals and the Institute's Research and Training Center on Community Living (RTC) will present "Moving Mountains" Awards for initiatives in Direct Support workforce development at periodic Reinventing Quality conferences.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST Web Site on Person-Centered Services for Persons with Developmental Disabilities

Provides resources and information on leading-edge, person-centered supports for use by individuals with disabilities, families, advocates, government officials, and service providers, in a wide variety of topical areas from across the country.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Reinventing Quality: A Biennial Conference on Person-Centered Supports

Showcases best practices in person-centered supports from across the nation. This conference is held every two years. The next event will be in 2018.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Research and Training Center on Community Living

Conducts a wide range of research, training, and technical assistance and dissemination projects related to community supports under its center grant and related project funding. The RTC-CL is NIDILRR's national center on community living and participation for persons with intellectual and developmental disabilities.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Research Institute on Progress Monitoring

Engaged in development of a seamless and flexible system of student progress monitoring for use in K-12 schools across ages, abilities, and curricula. The system resulting from RIPM's research is used to evaluate the effects of individualized instruction on access to and progress in the general education curriculum for students with disabilities, leading to improved instructional decision-making and more successful instructional programs in general education for students with disabilities. RIPM's funded activities have ended and the center is now disseminating the findings from its five years of research and development.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Review of Effective Measures, Instruments and Programs for Research on Inclusion, Self-Determination and Well-Being of Persons With Intellectual or Developmental Disabilities (ID/DD)

Assessed current measures and instruments on participation and community living. It provided comprehensive identification, review, and assessment measures related to participation and community living and created a compendium of the most valid, reliable, useful, and widely-used measures, instruments, and outcome-measurement programs.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
RISP: Study of Medicaid Funded In-home and Residential Long-term Supports and Services for Persons with Intellectual or Developmental Disabilities

Gathers, maintains, and analyzes longitudinal data on Medicaid funded residential and in-home supports for people with intellectual and developmental disabilities.

More specifically, the project:

  • Gathers and maintains annual statistics and longitudinal trend data on Medicaid and state funded residential and in-home supports for people with disabilities with an annual report published online;

  • Collaborates with the National Association of public and private developmental disabilities agencies (APDDA) to conduct a biannual survey of public residential facilities to report status and trends in populations, funding, costs, and closures;

  • Collaborates with Human Services Research Institute (HSRI) and Association of Public and Private Developmental Disabilities Administrators (APDDA) to analyze quality outcome data from surveys of adults in 35 states in the National Core Indicators project;

  • Conducts literature reviews, case studies, state level policy studies, and secondary analyses of extant data sets regarding key policy and program issues in residential and community supports; and

  • Provides ongoing assistance to individuals, government agencies, public and private organizations, media outlets and others on residential and community supports for people with intellectual and developmental disabilities.

  • Publishes annual reports on the status and trends in residential and community living supports, the interactive chart gallery where people can select the variables and data that interest them and produce a customized report, as well as special reports on policies related to individual and family supports.

  • Maintains the Quality Web site which indexes information about innovation in community support and collaborates with the Self-Advocacy Online Web site to translate research findings into a format accessible to people with intellectual and developmental disabilities. Other RISP publications include Policy Research Brief (published collaboratively with the Research and Training Center on Community Living) and Community Services Reporter (published by NASDDDS).

A supplement to the RISP Project continues the activities of the Supporting Individuals and Families Information Systems Project which collects, analyzes and reports on data about Medicaid funded services provided to adults and children living in the home of a family member or their own home. through September 2017.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Self-Advocacy Online: Research and Development to Bridge the Digital Divide

Develops a model for making Web sites accessible for people with intellectual and related cognitive disabilities, and launches an educational and networking Web site for teens and adults with intellectual and other developmental disabilities targeted at those who participate in organized self-advocacy groups.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
State Consortium to Examine the Consequential Validity of Alternate Assessments Based on Alternate Achievement Standards: A Longitudinal Study

Conducted a nine-year longitudinal study to ascertain the consequential evidence of the AA-AAS used within the states of Michigan, Pennsylvania, and Wisconsin. The goal of this project was to collect and analyze data to investigate, ascertain, and inform States of the consequential evidence characteristics of their AA-AAS.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Strengthening the Capacity of American Indian Students in Small Business/Entrepreneurship Programs at Fond du Lac Tribal and Community College

Developed a culturally-sensitive two-year degree program as well as three certificate programs to prepare American Indian students to succeed in small business and entrepreneurship.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Strengthening the Capacity of Minnesota State College-Southeast Technical

Creates an AA degree in radiography, and certificates in phlebotomy, ultrasound, and mammography at Minnesota State College-Southeast Technical in Red Wing and Winona, Minnesota.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Technology Assisted Reading Assessment

Engaged in research and development to improve reading assessments for students with visual impairments or blindness, examining the properties of existing assessments for these students and developing an assessment of reading with a particular focus on independent technology assisted reading.

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST
Twin Cities and Zambia Disability Connection (2008-2009)

Provided advanced leadership training in disability advocacy, policy, and services for a delegation of nine government officials, missionaries, educators, and advocates from Zambia in southern Africa, conducted in partnership with four Twin Cities disability organizations (Arc Greater Twin Cities, Fraser, St. David's Child Development and Family Services, and Opportunity Partners).

]]> 2009-03-25T10:07:04-05:00 - Wed, 25 Mar 2009 10:07:04 CST