Supervisory and Administrative Staff's Perspectives of Self-directed Supports for People with Intellectual and Developmental Disabilities

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Description

Background: Self-directed supports (SDS) are a model of disability service delivery that focuses on supporting increased decision-making authority and budget autonomy for people with disabilities and their families. This study identifies supervisory and administrative staff's perspectives within a self-directed, individualised budgeting programme for people with intellectual and developmental disabilities.

Method: Data were collected through 28 face-to-face interviews with supervisory and fiscal administrative staff in Minnesota, USA.

Results: A qualitative analysis of these interviews resulted in four major themes: (1) the benefits of SDS, (2) the relationship between SDS and person-centred strategies, (3) the perception that a natural tension arises when balancing person-centred approaches with the need for consistent and fair state policy-including rules and regulations within state systems and (4) the unique challenges related to SDS benefits and challenges occurring across Minnesota.

Conclusions: The results indicate the importance of providing effective communication and training to all stakeholders.

Suggested Citation

Kim, K. M., Meyer, N., Hall-Lande, J., & Freeman, R. (2021). Supervisory and administrative staff’s perspectives of self-directed supports for people with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities. https://doi.org/10.1111/jar.12955

Details

Date
2021 
Type
Peer-Reviewed Article 
Publisher
British Institute of Learning Disabilities