funded by the US Department of Health and Human Services, Administration on Children and Families, Administration on D

1. funded by the US Department of Health and Human Services, Administration on Children and Families, Administration on Developmental Disabilities AUCD Pre-Conference Workshop

2. Introduction: National Training Initiative Grants Jennifer Johnson Administration on Developmental Disabilities Administration for Children and Families AUCD Pre-Conference Workshop

3. Process for Identifying Priority Areas • Meeting of experts in February • Major recommendations: • Primary topics • Large-scale projects

4. What do we mean by ‘scaling up self-determination’ • Developing tools for using self-determination knowledge: • In multiple settings and contexts • Across the age-span • By various stakeholders

5. Essential Features • Coordination of efforts through partnerships. • UCEDDs • National organizations representing individuals with developmental disabilities, parents and guardians, siblings, and culturally and linguistically diverse populations. • Integration with other efforts with other national initiatives • To promote coordination • Identify other entities implementing projects related to self-determination • Sustainability. • An expected outcome is the sustainability of efforts past the five-year grant period. • Ensure continued use of the training resources, updates and modifications to the materials, and continued access to the materials by members of the public. • Have a sustainability plan

6. Phase I: Research and Planning. • Gathering and analyzing information from current literature and on State and Federal initiatives • Identify promising models and practices; gaps and variance in information and potential areas for cross-collaboration with other national initiatives. • Planning for sustainability • Products: • Summary of findings • Final plan for Phases II and III, including the strategies that will be used to sustain the project and the plan for integrating the project with other national initiatives.

7. Phase II: Develop and Test a National Training Program. • Use evidence to develop and test a national training program • Key features: • Be developed with input from individuals with developmental disabilities, including youth, young adults, and adults; and family members, including parents, siblings, guardians, and other relatives. • Use multiple traditional and non-traditional modalities to maximize accessibility and outreach, particularly to those who are hard to reach. • Be culturally competent in all aspects, including the modalities used. • Promote the process of enhancing post-secondary education opportunities for youth and young adults with developmental disabilities. • Products: • The National Training Program • Lessons learned from the pilot and strategies for adapting the National Training Program to various contexts • Follow principles of universal design

8. Phase III: National Implementation and Transition to Sustainability. • Partnering with the ADD Technical Assistance Centers and other national organizations for large scale, nationwide implementation of the National Training Program. • Utilize traditional and non-traditional marketing strategies to maximize outreach. • Transition to maintenance of the project over time.

9. Overview of Gateway to Self-Determination Carl Calkins Andy Bacon Tamar Heller AUCD Pre-Conference Workshop

10. Beliefs Key to this initiative are the beliefs upon which this grant was developed – that development of self- determination is: • a lifelong process, • a means to obtaining an improved quality of life, • Viewed in a social-ecological framework, • Guided by research to practice, • and most importantly – that people with developmental disabilities must be equal partners in the process. AUCD Pre-Conference Workshop

11. Goal The overall goal of this project is “to establish a sustainable, evidence-based training system that enhances self-determination training programs that lead to quality of life outcomes for individuals with developmental disabilities throughout the lifespan.” AUCD Pre-Conference Workshop

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13. DD Act Definition of Self-Determination Activities Activities that result in individuals with developmental disabilities, with appropriate assistance, having: • the ability and opportunity to communicate and make personal decisions; • the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individuals receive; • the authority to control resources to obtain needed services, supports, and other assistance; • opportunities to participate in, and contribute to, their communities; • and support, including financial support, to advocate for themselves and others, to develop leadership skills, through training in self-advocacy, to participate in coalitions, to educate policymakers, and to play a role in the development of public policies that affect individuals with developmental disabilities. AUCD Pre-Conference Workshop

14. UCEDD Leadership Consortium Carl F. Calkins, Ph.D., Co-PI University of Missouri Kansas City Institute for Human Development (UCEDD) Michael Wehmeyer, Ph.D., Co-PI Kansas University Center on Dev Disabilities (UCEDD) at the University of Kansas Andy Bacon, Ph.D. Westchester Institute for Human Development (UCEDD) at New York Medical College Tamar Heller, Ph.D. University of Illinois Chicago Dept of Disability and Human Development (UCEDD) Hill Walker, Ph.D. University of Oregon Center on Human Development (UCEDD) AUCD Pre-Conference Workshop

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16. Alliance Members • Self-Advocates Becoming Empowered • the Association of University Centers on Disability including the Council on Community Advocacy • the National Leadership Consortium • College of Direct Support/Minnesota UCEDD • National Association of Councils on Developmental Disabilities • National Disability Rights Network • National Association of State Directors of Developmental Disabilities Services • the National Sibling Network • National Family Voices including Kids as Self-Advocates AUCD Pre-Conference Workshop

17. Self-Determination Across the Lifespan • Early Childhood • School Age • Adult • Aging AUCD Pre-Conference Workshop

18. Self-Determination and Key Players in an Individual’s Life • Families • Siblings • Direct Support Workers • Educators AUCD Pre-Conference Workshop

19. Phase I: Overview of Planned Activities • Approach to Literature Review • Life Chances Planning Tool • Mapping gaps in curricula and lack of access • National Self Determination Guide AUCD Pre-Conference Workshop

20. Phase I: Discussion and Feedback • What types of SD training are available for self-advocates, parents, sibling, providers, or others in your state/community? What’s working and what’s not? • Who are the people that are most in need of training that are not being reached and why? AUCD Pre-Conference Workshop

21. Phase II: Overview of Planned Activities • Overview of planned specialty curricula to be developed • Examples: Abuse and Neglect, Siblings AUCD Pre-Conference Workshop

22. State Demonstrations • Complete an SD Self-Assessment • Identify Needed SD Curricula • Develop Implementation Plan • Form State SD Supporting Coalitions • Evaluate Outcomes AUCD Pre-Conference Workshop

23. Gateway Web Portal • Dynamic Website • History of Self-Determination movement and research • SD Curricula Products • Technical Assistance Resources • Evidence-Based Practices • Technology Supported Training • Video Vignettes, Lectures • SD Capacity Building Handbook • Implementation Manuals • Evaluation Frameworks AUCD Pre-Conference Workshop

24. Planning Training Delivery Methods • Innovative Uses of Technology • Self-Advocates as Trainers AUCD Pre-Conference Workshop

25. Phase II: Discussion and Feedback • What is the best way (ideal methods) to provide SD training to self-advocates, parents, sibling, providers, or others (e.g. technology, self-advocates as trainers)?   In your experience, what works and what doesn’t work? • Laura highlighted the planned components of a SD Gateway Online Portal, what features do you perceive to be the most beneficial and what else should be included? AUCD Pre-Conference Workshop

26. Phase III: Overview of Planned Activities • Marketing • Sustainability • Implementation • Diffusion AUCD Pre-Conference Workshop

27. Phase III: Feedback and Discussion • Do you know of any projects providing self-determination training that we should contact and coordinate our efforts with? • If we were all to meet here again in 5 years to share the many successes of this project, what one outcome would be most important to you? AUCD Pre-Conference Workshop

28. Thanks for attending.We appreciate your interest and input. AUCD Pre-Conference Workshop

29. This document was supported, in part, by a cooperative agreement from the Administration on Developmental Disabilities, Administration for Children and Families, Department of Health and Human Services. Grantees undertaking projects under government sponsorship are encouraged to express freely their findings and conclusions. Points of view or opinions do not, therefore, necessarily represent official Administration on Developmental Disabilities policy.” AUCD Pre-Conference Workshop