Community integration

Last updated

Community integration, while diversely defined, is a term encompassing the full participation of all people in community life. It has specifically referred to the integration of people with disabilities into US society [1] [2] from the local to the national level, and for decades was a defining agenda in countries such as Great Britain. [3] Throughout recent decades, community integration programs have been increasingly effective in improving healthcare access for people with disabilities. They have been valued for providing a "voice for the voiceless" [4]

Contents

In the United States, the Consortium of Citizens for Disabilities [5] advocates for a national public policy that "ensures the self-determination, independence, empowerment, integration, and inclusion of children and adults with disabilities in all parts of society". Other countries (such as Canada) with different roots often spoke of inclusion: the unifying, global agenda in "disability and community life". [6] [7]

Theory

Theorists have differentiated types and levels of integration in special education as physical, functional, social, community, and organizational. [8] In disability circles, community integration meant opportunities for participation in schools, careers, homes, relationships, leisure, and a variety of interests and lifestyles. [9] Bengt Nirje and the late Wolf Wolfensberger of the US are internationally known for their concept of normalization and social role valorization, [10] [11] with a particular emphasis on physical and social integration. Anders Gustavsson (c. 1990) of Sweden has indicated that physical integration best describes the common use of the term "integration", with social integration the struggle for "equality and quality in life." [12]

The intent of community integration was the participation of people with disabilities in regular environments, the antithesis of exclusionary practices (such as the minority-group model). [13] [14] As the field moved toward community support, theories related to community living began to require applicability beyond a minority-group model [15] with a new emphasis on self-determination. [16] As described by Racino, these theories include ecological theory, community-support theories, systems theory, feminist theories, family theories, sociocultural theories, critical theories in education, psychosocial theories, the generic human-concept theory, and universal theories. [15]

Systems change

Taylor, in his analysis of community systems in the US, proposed the principle of the non-restrictive environment as a counterpoint to the federal government's least-restrictive-environment principle. [17] [18] In 2014, the governing principle in the US is that of the most integrated setting based upon the Supreme Court Olmstead Decision. [19]

Before the Olmstead decision, the Supreme Court addressed the community integration issues multiple times in the case, Halderman v. Pennhurst State School and Hospital, a class action filed in Pennsylvania by attorney David Ferleger. [20] Although the Olmstead decision explicitly did not reach the constitutional issues decided in the Pennhurst and other cases, limitations in Olmstead have been critiqued and it has been argued that there is a constitutional right to community services. [21]

The analysis of large-scale systems change in community integration has involved challenges by local public agencies, key elements of these strategies (e.g., enabling leadership, putting people first, values and vision, learning for quality), and its implications for national policy. [22] Disability-agency, state-level disability-system, community, and societal change are essential (but insufficient) elements of the process and outcomes of community integration. [23]

Community integration also has strong community roots which place it in community practice fields from community psychology, to sociologists studying community, to inclusive education in local school systems, competitive businesses (with rehabilitation), rural independent living, urban sociology, local parks, and recreation programs, community development and housing, neighbourhoods, and communities, among others.

Education

Educational integration has a long history, described as "more comprehensive than academic mainstreaming". [24] Community integration in this context refers to opportunities "to learn practical social and community living skills in a wide variety of community settings". [25] : 3  Based in part on the civil-rights movement [26] as represented by Brown v. Board of Education, school integration was based on the right to free and appropriate education. [27] [28]

Educational integration (often equated with inclusion) remains controversial in the US (although it is supported by law) due, in part, to special-education systems. [29] [30] [31] School integration also involves children with more significant disabilities, such as those with technology-assistance needs. [32] Progress has been made in education at the post-secondary level (in almost all population groups) due, in part, to disability-services departments at colleges. [33] [34] Instead of educational integration, the goal is for continued school reform through inclusion (education) and for education with legally-mandated accommodations.

Housing

In the US disability field, a major shift has occurred from the group and facility-based models to homes with support services, [35] emphasizing a change from "home-like" housing to community homes, neighbourhoods, and relationships. [36] [37] The most-recent initiatives were in homeownership, [38] an important form of community integration that also involves a feeling of ownership. [39] Housing integration builds on a long history of support for good quality, affordable housing which often includes analyses of social exclusion which may concentrate on US-protected classes. [40]

Housing integration is of great importance, in part, because of the history of residential segregation (usually by race and class) in the US. [41] [42] Residential segregation due to inequality and disparity continues to be studied in ethnic, social, and economic frameworks, including the process of desegregation, gentrification, and hyper segregation. [43] [44] [45] In addition, redlining, as a bridge issue across lower and middle classes, affects housing and neighbourhood integration from as early as the 1970s with gerrymandering districts for community development funds more common in the 2000s. [46] A discussion of residential segregation in the US and Europe and a "critique of the ideal of integration" can be found in Inclusion and Democracy. [47]

In the US, mixed-income and scattered-site housing was reported in a case study of a housing association supporting people with disabilities in Madison, Wisconsin (the Madison Mutual Housing Association and Cooperative). [48] In Canada, the Prairie Housing Cooperative (as reported by David Wetherow) integrates persons with disabilities into the community via housing. [49] An early review on nonprofit housing in the US and Canada, with increasing governmental funds in the US today, indicates that mixed-income housing [50] was used primarily in "troubled neighbourhoods" with efforts to seek higher-income tenants to move into those neighbourhoods as opposed to raising the entire group's living standards. [51] In 2013, the emphasis is on inclusive and sustainable housing, [52] while other groups support equitable and sustainable housing in the US (Policy Link). The status of housing and disability in America was reported by the National Council on Disability in the US, [53] and compared to Harvard University's report on the nation's housing. [54] [55]

Recreation

Being in the community has meant being part of local activities and events in towns, cities, and suburbs. [56] Recreational integration is one facet of inclusion and community access. [57] School-and-recreation integration was promoted in the US, Canada, and Australia. [58] [59] On the local level, concerns have included acceptance and friendships, support services, site accessibility, group size, and "truly integrated" (in contrast to side-by-side) activities; in Great Britain, for example, community opportunities were sought for people to belong, contribute and make friends. [60] Recreational funding has also often been tied to facilities, and community integration involves staffing changes in environments such as the YMCA. [61]

Recreational inclusion may be a camp, [62] a neighbourhood centre, [63] a girls' softball league, [64] school sports or technology clubs, [65] a community choir, [66] or a public-speaking course [67] as integrated social participation. [68] [69] Auto-related examples include an amusement-park car track; car shows, bike nights and car cruise-ins, and model-car racing. [70]

Employment

Employment integration was advocated during the 1970s for women, people with disabilities, and racial groups, who were seen as discriminated against in employment (Racino for the Urban League of Onondaga County, Inc., 1978); for example, occupations and professions were constructed based upon gender: women's professions (nurses, teachers, secretaries) and men's professions (scientists, managers, administrators, police, firemen, and construction). [71] Progress has been made at the leadership level with the first African American president (Barack Obama), disability leadership in the United States Department of Education (Judith Heumann), and the rise of prominent women in the State Department (Madeleine Albright and Hillary Clinton).

For those with severe disabilities, employment-integration initiatives were often framed as supported employment, which allowed jobs at regular businesses and employment sites. [72] [73] [74] [75] [76] Similar initiatives in the mental health field were often called transitional employment, and other forms of integration included competitive placements in businesses and industry, targeted positions, and even affirmative businesses in the hearts of business districts. A major success was the passage of the Americans with Disabilities Act of 1990, amended in 2008 (following the Rehabilitation Act of 1973, amended in 1978), which protected men and women with disabilities in obtaining jobs, careers, and positions with necessary workplace accommodations. [77] A key service for employment integration is often considered to be personal assistance services, [78] or in other fields a job coach [79] before more "natural" models of supervision and support. [80]

In this context employment integration has been conceptualized, including social aspects of promotion, discriminatory hiring and termination practices, performance standards, job-sharing and modification, educational attainment, internships and volunteer experiences, workplace relationships, team-building, supervisory roles, workers' compensation, accommodations, and supports (Urban League of Onondaga County, 1978). Competitive employment integration in the US workplace is expected by law, and categorical services have tended to be developed segregated bases (e.g., sheltered facilities to supported employment). Employment integration is a worldwide issue, modified by approaches to multicultural groups (e.g. the growing Latino population in the US), the changing economy (e.g. from manufacturing to service), and increasing unemployment.

Policies

Community integration has been most criticized for its inattention to gender, ethnic, cultural, racial, class, and economic factors [81] [82] ("double discrimination", pp. 60–61). At the university level multiculturalism, including disability, was proposed as the solution to these complex issues. [83] Community integration, in practice, involves diverse approaches and models (age, team, agency, area, and gender integration or segregation) and has been integral to de-institutionalization and community development for over two decades. [84] [85] Community integration is a policy, concept, and practice to address systemic stigma and discrimination related to disability. [13] [86] [87] It competes with other policy models (such as multiculturalism) and changes its practices over time. [88]

Cross-disability

In the sub-field of brain injury, community integration included areas ranging from supported employment to daily living skills, family interventions (versus support) and memory training, school reintegration, and transition to post-secondary education. [89] [90] [91] [92] Community integration was being diversely defined by researchers, including those in fields such as brain injury, [93] [94] sensory impairments (e.g., hearing, visual), [95] developmental, [96] and physical disabilities. [97] News and professional-journal articles will often read, "integration into the community" (from institutions and facilities), integrated care (health services integration), or "community reintegration" (after hospital care) [98] worldwide.

In the field of mental health Paul Carling promoted community integration in the 1980s and 1990s in opposition to the predominant medical model, [99] [100] while psychiatric rehabilitation is also linked to the medical, often allied health, professions. Carling's approach to community integration in mental health was congruent with intellectual disabilities, particularly in areas of community living (e.g., supportive living in intellectual disabilities, supported housing in mental health, and housing and support). [101] In 2008, Disability and Society, a popular disability policy journal discussed community reintegration for people with psychiatric disabilities and their relationship to centres for independent living. [102]

Comprehensive medical systems were proposed to support the family in community integration, including new roles for specialized personnel from neuropsychologists to physiatrists. [103] In the field of traumatic brain injury, community integration was framed by both the social and medical models of disability to transition people from hospitals and rehabilitation centres. [104] [105] Today, the Brain Injury Association of America recommends the educational needs of children with traumatic brain injuries and the health care required. [106]

US federal initiative

In 1985, the US government-funded a national community-integration project identifying best community practices for people with the "most severe disabilities". [107] [108] Technical assistance was funded through the Rehabilitation Research and Training Center on Community Integration (of the National Institute on Disability Rehabilitation Research and Training Center, US Department of Education) to all states. [109] [110] The Rehabilitation Research and Training Center on Community Integration (Syracuse University, headed by Steve Taylor) also subcontracted with the University of Illinois (David Braddock), the University of Minnesota Institute on Community Integration (K. Charlie Lakin) [111] The federal departments subsequently offered contracts to evaluate the status of these new community services in the US [112] and others.

The principles of community integration through the national flagship centres (the Rehabilitation Research and Training Centre on Family and Community Living, [113] facilitated by Lakin and J.A. Racino of Syracuse University) were:

The 1988 Leadership Institute on Community Integration (From Being in the Community to Being Part of the Community, Steve J. Taylor, director; Julie Ann Racino, deputy director and B. Shoultz, information coordinator), held in Washington, D.C., was sponsored by the Research and Training Center on Community Integration in cooperation with the National Institute on Disability and Rehabilitation Research, the Office of Special Education and Rehabilitative Services, US Department of Education, Beach Center on Families and Disability (University of Kansas), California Research Institute (University of Connecticut), Rehabilitation Research and Training Center (Virginia Commonwealth University), Research and Training Center Consortium on Aging and Developmental Disabilities (an eight-university consortium coordinated by the University of Cincinnati), Research and Training Center on Community Living (University of Minnesota) and the University-Affiliated Program in Developmental Disabilities (University of Illinois at Chicago). [114] Workgroups were facilitated in community living, families, school, and employment with papers prepared, respectively, by K. Charlie Lakin, Ann P. Turnbull and H. Rud Turnbull, Douglas Biklen, and Paul Wehman.

By the late 2000s, the Centers were renamed to Community Participation, one aspect of community integration, or Employment, or other priority areas, such as Health, with many of the above centres still federally funded through the NIDRR program (National Institute on Rehabilitation Research and Rehabilitation), US Department of Education and new academic centres at universities such as Temple University in Pennsylvania.

Principles and practices

In particular, community integration in intellectual, disabilities, and developmental disabilities means families for all children. [115] [116] For adults, it means 'ordinary' or 'regular' homes with support services. [117] [118] [119] In addition, community integration means recreation, employment, transportation, and education with the personal assistance and support(s) necessary to participate fully in the community. [120] [121] [122]

However, community support (e.g., consumer-directed services) as part of community-agency change and deinstitutionalization, [123] [124] self-determination, [125] [126] community participation, [127] individual planning, [128] [129] social relationships [130] and personal-assistance services [131] [132] became the leading direction in US community integration. Community integration has also been described as comparative to normalization, a widely known value-based system of human services (See, Wolfensberger, Nirje & Bank-Mikkelsen).

Community integration has been tied to quality assurance in the community and improved quality of life. [133] [134] [135] It has involved evaluations and studies over at least two decades in areas ranging from service costs to personnel studies, service typologies, best practices and innovations, and community and integration studies. [136] [137] [138] [139] [140] [141] [142] Internationally, quality of life has been explored in Finland, Australia, the US, Germany, Hungary, Denmark, and Canada. [143]

Global perspectives

Researchers in the US (Julie Ann Racino, Syracuse University) and Great Britain (David Towell, King's Fund College) collaborated on community integration, including a 1990 series of international seminars on community integration in the US held at the University of Manchester (Hester Adrian Research Center), Manchester Polytechnic and Manchester Health Authority, the King's Fund College (with Lyn Rucker), Campaign for the Mentally Handicapped (London), the University of Wales at Bangor (Center for Social Policy Research), and the University of Wales (Mental Handicap Research Unit). Internationally, research began on the "first integrated generation" in countries such as Sweden [144] and integration were confirmed as a legal principle in the US. [145]

Community services support, integration and inclusion are changing in countries such as Czechoslovakia (now the Czech Republic and Slovakia), [146] Australia, New Zealand, Japan, Israel, Austria, Great Britain, Iceland, and Sweden. [147] Since the 1990s the European Union has formed, populations in the Middle East have been emancipated, community self-advocacy has developed in South America and Africa and financial ownership of US debt has been undertaken (in part) by China. [148] The United Nations [149] offers guidance and leadership through its Convention on the Rights of Persons with Disabilities (particularly Article 19, which addresses independent living and community inclusion). A book based on these principles is "Public Administration and Disability: Community Services Administration in the US" (Racino, 2014) [150] which links to the diverse nation-states and rationales for continuing educational, employment, and housing segregation Segregation in Northern Ireland.

Related Research Articles

Independent living (IL), as seen by its advocates, is a philosophy, a way of looking at society and disability, and a worldwide movement of disabled people working for equal opportunities, self-determination, and self-respect. In the context of eldercare, independent living is seen as a step in the continuum of care, with assisted living being the next step.

Supportive housing is a combination of housing and services intended as a cost-effective way to help people live more stable, productive lives, and is an active "community services and funding" stream across the United States. It was developed by different professional academics and US governmental departments that supported housing. Supportive housing is widely believed to work well for those who face the most complex challenges—individuals and families confronted with homelessness and who also have very low incomes and/or serious, persistent issues that may include substance use disorders, mental health, HIV/AIDS, chronic illness, diverse disabilities or other serious challenges to stable housing.

<span class="mw-page-title-main">Rehabilitation Act of 1973</span> United States law

The Rehabilitation Act of 1973 is a United States federal law, codified at 29 U.S.C. § 701 et seq. The principal sponsor of the bill was Rep. John Brademas (D-IN-3). The Rehabilitation Act of 1973 replaces preexisting laws to extend and revise the authorization of grants to States for vocational rehabilitation services, with special emphasis on services to those with the most severe disabilities, to expand special Federal responsibilities and research and training programs with respect to individuals with disabilities, to establish special responsibilities in the Secretary of Health, Education, and Welfare for coordination of all programs with respect to individuals with disabilities within the Department of Health, Education, and Welfare, and for other purposes. It created the Rehabilitation Services Administration.

<span class="mw-page-title-main">Long-term care</span> Services for the elderly or those with chronic illness or disability

Long-term care (LTC) is a variety of services which help meet both the medical and non-medical needs of people with a chronic illness or disability who cannot care for themselves for long periods. Long-term care is focused on individualized and coordinated services that promote independence, maximize patients' quality of life, and meet patients' needs over a period of time.

Person-centred planning (PCP) is a set of approaches designed to assist an individual to plan their life and supports. It is most often used for life planning with people with learning and developmental disabilities, though recently it has been advocated as a method of planning personalised support with many other sections of society who find themselves disempowered by traditional methods of service delivery, including children, people with physical disabilities, people with mental health issues and older people. PCP is accepted as evidence based practice in many countries throughout the world.

<span class="mw-page-title-main">Inclusion (education)</span> Where disabled students spend most of their time with non-disabled students

Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.

"The normalization principle means making available to all people with disabilities patterns of life and conditions of everyday living which are as close as possible to the regular circumstances and ways of life or society." Normalization is a rigorous theory of human services that can be applied to disability services. Normalization theory arose in the early 1970s, towards the end of the institutionalisation period in the US; it is one of the strongest and long lasting integration theories for people with severe disabilities.

<span class="mw-page-title-main">Deinstitutionalisation</span> Replacement of psychiatric hospitals

Deinstitutionalisation is the process of replacing long-stay psychiatric hospitals with less isolated community mental health services for those diagnosed with a mental disorder or developmental disability. In the late 20th century, it led to the closure of many psychiatric hospitals, as patients were increasingly cared for at home, in halfway houses and clinics, in regular hospitals, or not at all.

Supported living or supportive living refers to a range of services and community living arrangements (CLAs) designed with individuals with disabilities and their families to support disabled citizens to attain or retain their independence or interdependence in their local communities. Supported living is recorded in the history of the NASDDDS, celebrating its 50th Anniversary. Community Supported Living Arrangements (CSLA) was a landmark federal multi-state demonstration to illustrate the federal role in community living in the US. Supported living is considered a core service or program of community living programs funded through federal-state-local partnerships.

Wolf Peregrin Joachim Wolfensberger, Ph.D. (1934–2011) was a German-American academic who influenced disability policy and practice through his development of North American Normalization and social role valorization (SRV). SRV extended the work of his colleague Bengt Nirje in Europe on the normalization of people with disabilities. He later extended his approach in a radical anti-deathmaking direction: he spoke about the Nazi death camps and their targeting of disabled people, and contemporary practices which contribute to deathmaking.

A mental health professional is a health care practitioner or social and human services provider who offers services for the purpose of improving an individual's mental health or to treat mental disorders. This broad category was developed as a name for community personnel who worked in the new community mental health agencies begun in the 1970s to assist individuals moving from state hospitals, to prevent admissions, and to provide support in homes, jobs, education, and community. These individuals were the forefront brigade to develop the community programs, which today may be referred to by names such as supported housing, psychiatric rehabilitation, supported or transitional employment, sheltered workshops, supported education, daily living skills, affirmative industries, dual diagnosis treatment, individual and family psychoeducation, adult day care, foster care, family services and mental health counseling.

<span class="mw-page-title-main">Burton Blatt Institute</span> Research institute at Syracuse University in New York, U.S.

The Burton Blatt Institute (BBI), established at Syracuse University in 2005, is an organization that aims to advance civic, economic, and social participation of persons with disabilities in a global society. Peter Blanck, a University Professor at Syracuse University, is the chairman of BBI.

A group home, congregate living facility, care home, adult family home, etc., is a structured and supervised residence model that provides assisted living and medical care for those with complex health needs. Traditionally, the model has been used for children or young people who cannot live with their families or afford their own homes, people with chronic disabilities who may be adults or seniors, or people with dementia and related aged illnesses. Typically, there are no more than six residents, and there is at least one trained caregiver there 24 hours a day. In some early "model programs", a house manager, night manager, weekend activity coordinator, and four part-time skill teachers were reported. Originally, the term group home referred to homes of 8 to 16 individuals, which was a state-mandated size during deinstitutionalization. Residential nursing facilities, also included in this article, may be as large as 100 individuals in 2015, which is no longer the case in fields such as intellectual and developmental disabilities. Depending on the severity of the condition requiring one to need to live in a group home, some clients are able to attend day programs and most clients are able to live normal lifestyles.

Psychiatric rehabilitation, also known as psych social rehabilitation, and sometimes simplified to psych rehab by providers, is the process of restoration of community functioning and well-being of an individual diagnosed in mental health or emotional disorder and who may be considered to have a psychiatric disability.

Supported employment refers to service provisions wherein people with disabilities, including intellectual disabilities, mental health, and traumatic brain injury, among others, are assisted with obtaining and maintaining employment. Supported employment is considered to be one form of employment in which wages are expected, together with benefits from an employer in a competitive workplace, though some versions refer to disability agency paid employment. Companies such as Skilcraft in the United States are an example of "supported employment" which is defined in law for state and federal reimbursements.

<span class="mw-page-title-main">John O'Brien (advocate)</span>

John O'Brien is a leading thinker who has written widely in the field of disability. He is a pioneer and lifelong advocate of Person Centred Planning. To this end, he was co-developer of two models for person centred planning, namely the McGill Action Planning System (MAPS) and Planning Alternative Tomorrows with Hope (PATH). His values based approach emphasises learning with each person about the direction their lives could take, challenging and overcoming practices, structures and values that lead to segregation and underestimation rather than inclusion, and an approach to change in people's lives based on 'imagining better'. His thinking is based on Social Role Valorisation and the Social model of disability. He is an Associate Editor of Mental Retardation, and on the Advisory Boards of the Georgia Advocacy Office and Georgia PASS. With Herbert Lovett, O'Brien co-wrote “Finding A Way Toward Everyday Lives,” a paper cited by others in the disabilities field as a significant reference point in the early development of person-centered planning.

Family support is the support of families with a member with a disability, which may include a child, an adult, or even the parent in the family. In the United States, family support includes "unpaid" or "informal" support by neighbors, families, and friends, "paid services" through specialist agencies providing an array of services termed "family support services", school or parent services for special needs such as respite care, specialized child care or peer companions, or cash subsidies, tax deductions or other financial subsidies. Family support has been extended to different population groups in the US and worldwide. Family support services are currently a "community services and funding" stream in New York and the US which has had variable "application" based on disability groups, administrating agencies, and even, regulatory and legislative intent.

Gunnar Dybwad (1909–2001) was an American professor and advocate for the rights of people with disabilities, particularly developmental disabilities. He is best known for his support for the social model of disability, reframing disability accommodations as a matter of civil rights, not medical treatment. The American Association on Intellectual and Developmental Disabilities gives out the Dybwad Humanitarian Award annually in his honor.

As of 2017, approximately 1.4 million Americans live in a nursing home, two-thirds of whom rely on Medicaid to pay for their care. Residential nursing facilities receive Medicaid federal funding and approvals through a state health department. These facilities may be overseen by various types of state agency.

The Connecticut Department of Developmental Services (DDS) is a state agency of Connecticut providing services to individuals with developmental disabilities and their families. Its headquarters are in Hartford. According to its official Twitter description, "CT DDS serves more than 20,000 individuals [with] intellectual disability and their families, including 4,000 infants and toddlers in the Birth to Three System."

References

  1. ↑ Racino, J. (1999). Integration. "Policy, Program Evaluation and Research in Disability: Community Support for All". (pp.8-9). London: Haworth Press.
  2. ↑ Taylor, S., Racino, J. & Shoultz, B. (1988)."From Being in the Community to Being Part of the Community: The Proceedings of a Leadership Institute on Developmental Disabilities." Washington, DC: Syracuse University, Center on Human Policy, Institute on Community Integration.
  3. ↑ Towell, D. & Beardshaw, V. (1991). "Enabling Community Integration: The Role of Public Authorities in Promoting an Ordinary Life for People with Learning Disabilities in the 1990s." London, Great Britain: The King's Fund.
  4. ↑ Cyril et al. (2015). Exploring the role of community engagement in improving the health of disadvantaged populations: a systematic review. Global Health Action, 8(29842) 1-9.
  5. ↑ Consortium of Citizens with Disabilities.(2012). Washington, DC. Retrieved from:
  6. ↑ Inclusion International. (2011, June). Priorities for people with intellectual disabilities in implementing the UN Convention on the rights of people with disabilities: The road ahead. "The UN Convention on the Rights of Persons with Disabilities", Living in the community, Article 19. London, UK: Inclusion International
  7. ↑ The Association of Persons with Severe Handicaps. (2011). "About Us: Equity, Opportunity, and Inclusion." Seattle, WA: Author
  8. ↑ Ferguson,D., Ferguson,P. & Bogdan, R. (1987). If mainstreaming is the answer, what is the question? In: V. Richardson-Koehler (Ed.), "Educator's Handbook: A Research Perspective" (pp. 394-419). New York: Longman.
  9. ↑ Taylor, S. & Racino, J. (1991). Community living: Lessons for today. In: L. Meyer, C. Peck, & L. Brown (Eds.), "Critical Issues in the Lives of People with Severe Disabilities." (pp. 235-238). Baltimore, MD: Paul H. Brookes.
  10. ↑ Wolfensberger, W. (1983). Social role valorization: A proposed new term for the principle of normalization. "Intellectual and Developmental Disabilities", 21(6), 234-239.
  11. ↑ Nirje, B. (1985). The basis and logic of the normalization principle. "Australia and New Zealand Journal of Developmental Disabilities", 11(2), 65-68.
  12. ↑ Gustavsson, A. (ca. 1990). "Difficulties and Opportunities for People with Disabilities Living in an Integrated Society". Stockholm, Sweden: Stockholm College of Health and Caring Sciences.
  13. 1 2 Taylor, S., Biklen, D. & Knoll, J. (1987). "Community Integration for Persons with Severe Disabilities." New York, NY: Teachers College Press.
  14. ↑ Racino, J. (1999a). "Policy, Program Evaluation and Research in Disability: Community Support for All." London: The Haworth Press.
  15. 1 2 Racino, J. (2000). "Personnel Preparation in Disability and Community Life: Toward Universal Approaches to Support." Springfield, IL: Charles C. Thomas Publishers.
  16. ↑ Abery, B., Mithaug, D., Stancliffe, R., & Wehmeyer, M. (2003). "Theory in Self-Determination: Foundations for Educational Practice." Springfield, IL: Charles C. Thomas Publishers.
  17. ↑ Taylor, S.J., Racino, J.A., Knoll, J.A. & Lutfiyya, Z.M. (1987). "The Nonrestrictive Environment: On Community Integration of Persons with the Most Severe Disabilities." Syracuse, NY: Human Policy Press.
  18. ↑ Taylor, S. (1988). Caught in the continuum: A critical analysis of the least restrictive environment. "Journal of the Association of Persons with Severe Handicaps", 13(1), 45-53.
  19. ↑ Consortium of Citizens with Disabilities. (2012). "Olmstead Implementation and the Concept of the Most Integrated Setting". Washington, DC: Author.
  20. ↑ Ferleger, D. and Boyd, P., Rights, and Dignity: The Supreme Court, Congress and People With Disabilities After Pennhurst, 5 W.New Eng.L.Rev. 327 (1983) (co-author); Anti-Institutionalization and the Supreme Court, 14 Rutgers L.Rev. 595 (1983).
  21. ↑ Ferleger, The Constitutional Right to Community Services, 26 Georgia State University Law Rev. 763 (2010)
  22. ↑ Towell, D. & Beardshaw, V. (1991, Great Britain). "Enabling Community Integration: The Role of Public Authorities in Promoting an Ordinary Life for People with Learning Disabilities in the 1990s." London, Great Britain: The King's Fund.
  23. ↑ Racino, J. (1994, USA). Creating change in states, agencies and communities. In: Bradley, V. Ashbaugh, J.W. & Blaney, B.C.(Eds.), "Creating Individual Supports for People with Developmental Disabilities: A Mandate for Change on Many Levels." (pp. 171-196). Baltimore, MD: Paul H. Brookes.
  24. ↑ Taylor, S., Biklen, D., Lehr, S.& Searl, S. (1987). "Purposeful Integration...Inherently Equal." Syracuse, NY: Center on Human Policy for the Technical Assistance for Parent Programs.
  25. ↑ Ford, A., Schnorr, R., Meyer, L., Davern, L., Black, J., & Dempsey, P. (1989). "The Syracuse community-referenced curriculum guide for students with moderate and severe disabilities." Baltimore, MD: Paul H. Brookes.
  26. ↑ Heller, K. (1989). The return to the community. (pp. 8-9). American Journal of Community Psychology, 17(1): 1-15.
  27. ↑ Berrigan, C. (1984). All students belong in the classroom: Johnson City Schools, Johnson, New York. In: Duncan, J. (Eds.)(1990). "Materials on Integrated Education." Syracuse, NY: Center on Human Policy, Rehabilitation Research, and Training Center in Community Integration.
  28. ↑ Murray-Seegert,C.(1989). "Nasty Girls, Thugs and Humans Like Me: Social Relationships between Severely Disabled and Nondisabled Students in the US." Baltimore, MD: Paul H. Brookes.
  29. ↑ Biklen, D. (1987). The integration question: Educational and residential placement issues. In: Cohen, D., Donnellan, A. & Paul, R. (Eds.), "Handbook of Autism and Pervasive Developmental Disorders." (pp. 653-667). New York: John Wiley.
  30. ↑ McDonnell, A. & Hardman, M. (1989). The desegregation of America's special schools: Strategies for change. "Journal of the Association of Persons with Severe Handicaps", 14(1), 68-74.
  31. ↑ Biklen, D. (1992). "Schooling without Labels: Parents, Educators and Inclusive Educators". Philadelphia, PA: Temple University.
  32. ↑ Walker, P. (1991). Where there is a way, there is not always a will: Technology, public policy, and the school integration of children who are technology-assisted. Children's Health Care, 20(2), 68-74.
  33. ↑ Sullivan, A.P. (1994). Supported Education: Past, present and future. "Community Support Network News", 10(2), 1,9.
  34. ↑ Weir, C., Fialka, J., Timmons, J. & Nord, D. (2011, Winter/Autumn). Feature issue on post-secondary education and students with intellectual, developmental and other disabilities. "IMPACT", 23(3), 1-28.
  35. ↑ Racino, J., Walker, P. O'Connor, S. & Taylor, S. (1993). "Housing, Support and Community: Choices and Strategies for Adults with Disabilities." Baltimore, MD: Paul H. Brookes.
  36. ↑ Racino, J. & O'Connor, S. (1994). "A home of our own": Homes, neighbourhoods and personal connections. In: Hayden, M. & Abery, B. (Eds.), Challenges for a Service System in Transition: Ensuring Quality Life Experiences for Persons with Developmental Disabilities". (pp.381-403). Baltimore, MD: Paul H. Brookes.
  37. ↑ Taylor, S. Bogdan, R. & Racino, J. (1991). "Life in the community: Case Studies of Organizations Supporting People with Disabilities". Baltimore, MD: Paul H. Brookes.
  38. ↑ Hagner, D. & Klein, J. (2005), Homeownership for individuals with disabilities: Factors in mortgage decisions. "Journal of Disability Policy Studies", 15(4), 194-200.
  39. ↑ Shoultz, B. (1989). Supporting Individuals within Their Families or in Homes of their Own: The CAP-MR/DD Program in Raleigh, North Carolina. Syracuse, NY: Rehabilitation Research and Training Center on Community Integration.
  40. ↑ Ratcliffe, P. (1999). Housing inequality and 'race': some critical reflections on the concept of 'social exclusion'. "Ethnic and Racial Studies", 22(1): 1-22.
  41. ↑ Massey, D.S. & Denton, N. A. (1990). Hypersegregation in US metropolitan areas: Black and Hispanic segregation along five dimensions. "Demography", 26(1): 373-391.
  42. ↑ Rohe, W. & Freeman, L. (2001). Assisted housing and residential segregation: The role of race and ethnicity in the siting of assisted housing developments. "Journal of the American Planning Association", 67(3), 279-292.
  43. ↑ Massey,D., Condran, G.A., & Denton, M.A. (1987). The effect of residential segregation on black social and economic well-being, "Social Forces", 66, 29-56.
  44. ↑ Taylor, S.J.L. (1998). "Desegregation in Boston & Buffalo: The Influence of Local Leaders." Albany, NY: State University at Albany.
  45. ↑ Ley, D. (1993). Gentrification in recession: Social change in six Canadian inner cities, 1981-1986. "Urban Geography", 13(3): 230-256.
  46. ↑ Rosenbloom, R. A. (1979). The politics of the neighbourhood movement. South Atlantic Urban Studies, 4: 103-120.
  47. ↑ Young, I.M. (2000). "Inclusion and Democracy". New York, NY: Oxford University Press.
  48. ↑ Racino, J. (1993). Madison Mutual Housing Association. In: Racino, J., Walker, P., O'Connor, S. & Taylor, S. (1993). "Housing, Support and Community". (pp. 253-280). Baltimore, MD: Paul H. Brookes.
  49. ↑ Kappel, B. & Wetherow, D. (1986). People care about people. The Prairie Housing Cooperative. "Entourage", 1(4), 37-42.
  50. ↑ US Department of Housing and Urban Development. (2013, Spring). Confronting concentrated poverty with a mixed-income strategy. Evidence Matters. Washington, DC: US HUD, Office of Policy Development and Research.
  51. ↑ Dreier, P. & Hulchanski, J.D. (1993). The role of nonprofit housing in Canada and the United States: some comparisons. Housing Policy Debate, 4(1): 43-79.
  52. ↑ O'Brien, J. & Towell, D. (2009)/10). "Conversations about Sustainable and Inclusive Communities: An Invitation". London: Centre for Inclusive Futures"
  53. ↑ National Council on Disability. (2010). The State of Housing in America in the 21st Century: A Disability Perspective. Washington, DC: Author.
  54. ↑ Harvard Joint Center for Housing Studies. (2012). State of the Nation's Housing 2012. Cambridge, MA: President and Fellows of Harvard University.
  55. ↑ Racino, J. (2014). Housing, and disability: Toward inclusive, equitable and sustainable communities. Public Administration and Disability: Community Services Administration in the US. London: CRC Press, Francis and Taylor.
  56. ↑ Racino, J. (2000). "Personnel Preparation in Disability and Community Life: Toward Universal Approaches to Support". (pp. 215-216). Springfield, IL: Charles C. Thomas Publishers.
  57. ↑ Schleien, S. (1993). Access and inclusion to community leisure services. "Parks and Recreation", 28(4), 66-72.
  58. ↑ Moon, S. (1994). "Making School and Integration Fun for Everyone: Places and Ways to Integrate". Baltimore, MD: Paul H. Brookes.
  59. ↑ Pedlar, A. (1990). Deinstitutionalization and the role of therapeutic recreationists in social integration. "Journal of Applied Recreation Research", 15(2): 101-115.
  60. ↑ Ward, L. (1988). Developing opportunities for ordinary community life. In: D. Towell (Ed.), "An Ordinary Life in Practice: Developing Comprehensive Community-based Services for People with Learning Disabilities." (pp. 68-79). London: King Edward's Hospital Fund.
  61. ↑ Browder, D. & Copper, K. (1994, April). Inclusion of older adults with mental retardation in leisure opportunities. "Mental Retardation", 32(2), 91-99.
  62. ↑ Walker, P. & Edinger, B. (1988, May). The kid from Cabin 17. "Camping Magazine, 18-21.
  63. ↑ Walker, P. (1988). Supporting children in integrated recreation. TASH Newsletter, 4-6. In: P. Walker, "Resources on Integrated Recreation/Leisure Opportunities for Children and Teens with Developmental Disabilities". Syracuse, NY: Rehabilitation Research and Training Center.
  64. ↑ Bernabe, E. & Block, M. (1994). Modifying rules of a regular girls' softball league to facilitate the inclusion of a child with severe disabilities. "Journal of the Association of Persons with Severe Handicaps", 19(1), 24-31.
  65. ↑ Walker, P., Edinger, B., Willis, C. & Kenney, M. E. (1988). "Beyond the Classroom: Involving Students with Disabilities in Extracurricular Activities at Levy Middle School. Syracuse, NY: Center on Human Policy, Rehabilitation Research and Training Center on Community Integration and Transitional Living Services of Onondaga County, Inc.
  66. ↑ Bogdan, R. (1995). "Singing for an Inclusive Society: The Community Choir". In: Taylor, S.J., Bogdan, R. & Lutfiyya, Z.M. (Eds), The Variety of Community Experiences: Qualitative Studies of Family and Community Life". (pp. 141-154). Baltimore, MD: Paul H. Brookes.
  67. ↑ Fisher, E. (1995). "A Temporary Place to Belong: Inclusion in a Public Speaking and Personal Relations Course". In: Taylor, S.J., Bogdan, R. & Lutfiyya, Z. (Eds.), "The Variety of Community Experiences: Qualitative Studies of Family and Community Life".(pp. 127-140). Baltimore, MD: Paul H. Brookes.
  68. ↑ Brydne M Edwards; Deb Cameron; Gillian A. King; Amy McPherson (12 October 2019). "Contextual strategies to support social inclusion for children with and without disabilities in recreation". Disability and Rehabilitation : 1–11. doi:10.1080/09638288.2019.1668972. ISSN   0963-8288. PMID   31607171. Wikidata   Q90675935.
  69. ↑ Taylor, S.J. (1991). "Leisure and Entertainment as Participation in Social Worlds. Syracuse, NY: Syracuse University, Center on Human Policy, Rehabilitation Research and Training Center on Community Integration.
  70. ↑ Racino, J. (2003). "Motorsports Research Series". Rome, NY: Community and Policy Studies.
  71. ↑ Boyd, M. (1997). Feminizing paid work. "Current Sociology: Feminism in the 1990s", 45(2), 49-73
  72. ↑ Wehman, P. & Kregel, J. (1998). "More Than a Job: Securing Satisfying Careers for People with Disabilities." Baltimore, MD: Paul H. Brookes.
  73. ↑ Rogan, P., Hagner, D., & Murphy, S. (1993). Natural supports: Reconceptualizing job coach roles. "Journal of the Association of Persons with Severe Handicaps", 18(4), 275-281.
  74. ↑ Danley, K.S. & Anthony, W. (1987). The choose-get-keep model. "American Rehabilitation", 13(4), 6-9.
  75. ↑ Goodall, P., Lawyer, H., Wehman, P. (1994). Vocational rehabilitation and traumatic brain injury: A legislative and public policy perspective. "Journal of Head Trauma Rehabilitation", 9(2), 61-81.
  76. ↑ Hagner, D. & DiLeo, D. (1993). Working Together: Workplace Culture, Supported Employment and Persons with Disabilities. Cambridge, MA: Brookline Books.
  77. ↑ Blanck, P. (2000). "Employment, Disability and the Americans with Disability Act: Issues in Law, Public Policy and Research." Chicago, IL: Northwestern University Press.
  78. ↑ Solovieva, T., Walsh, R.T., Hendricks, D.J. & Dowlder, D. (2010). Workplace personal assistance services for people with disabilities: Making productive employment possible. Journal of Rehabilitation, 76: 3-8.
  79. ↑ Wehman, P. & Kregel, J. (1985). A supported work approach to competitive employment of individuals with severe and moderate disabilities. Journal of the Association of Persons with Severe Handicaps, 10: 3-11.
  80. ↑ Nisbet, J. (1992). Natural Supports at School, Work, and in the Community. Baltimore, MD: Paul H. Brookes.
  81. ↑ Taylor, S., Bogdan, R. & Racino, J. (1991). "Life in the Community: Case Studies of Organizations Supporting People with Disabilities. Baltimore, MD: Paul H. Brookes.
  82. ↑ Towell, D. & Beardshaw, V. (1991). "Enabling Community Integration:. London, Great Britain: The King's Fund College."
  83. ↑ Traustadottir, R., Lutfiyya, Z.M. & Shoultz,B. (1994). Community living: A multicultural perspective. In: Hayden, M. & Abery, B. (Eds.), "Challenges for a Service System in Transition." (pp. 408-426). Baltimore, MD: Paul H. Brookes.
  84. ↑ Racino, J. (1991). Organizations in community living: Supporting people with disabilities." "Journal of Mental Health Administration", 18(1), 51-59.
  85. ↑ Julie Ann Racino (1 January 2002). "Community integration and statewide systems change: qualitative evaluation research in community life and disability". Social Work in Public Health . 14 (3): 1–25. doi:10.1300/J045V14N03_01. ISSN   1937-1918. PMID   12086010. Wikidata   Q47439172.
  86. ↑ Racino, J. (2000). Personnel Preparation in Disability and Community Life: Toward Universal Approaches to Support." Springfield, IL: Charles C. Thomas Publishing Co.
  87. ↑ Towell, D. & Beardshaw, V. (1991). "Enabling Community Integration." London, Great Britain: King's Fund College.
  88. ↑ Canadian Association for Community Living. (1990, Summer). New Brunswick says yes to integration. "Newsbreak." Downsview, Ontario: Author.
  89. ↑ Kreutzer, J. & Wehman, P. (1990). "Community Integration Following Traumatic Brain Injury." Sydney, Australia: Paul H. Brookes.
  90. ↑ Willer, B., Linn, R. & Allen, F. (1994). Community integration and barriers to integration for individuals with brain injury. In: Finlayson, M.A.J. & Garner, S. (Eds.), "Brain Injury Rehabilitation: Clinical Consideration" (pp. 355-375). Baltimore, MD: Paul H. Brookes.
  91. ↑ Krankowski, T. (1995). Transitioning the student with TBI from school to employment, post-secondary education and independent living. TBI Challenge, 3(2): 46-47.
  92. ↑ Singer, G.H.S. & Nixon, C.D. (1990). "You Can't Imagine Unless You have Been There Yourself": A Report on the Concerns of Parents of Children with Traumatic Brain Injury. Eugene, OR: Oregon Research Institute.
  93. ↑ McColl,M., Carlson, P., Johnston, J., Minnes, P., Shue, K., Davies, D. & Karlovitz, T. (1988). The definition of community integration: Perspectives of people with brain injuries. "Brain Injury", 12(1), 15-30.
  94. ↑ Wehman, P., Gentry, T., West, M., et al. (2009). Community integration: Current issues in cognitive and rehabilitation for individuals with brain injury. Journal of Rehabilitation Research and Development, 46: 909-918.
  95. ↑ Racino, J. (2004). "Utica Monday Nite: Arts, Culture, Nature and History on the City Level." Rome, NY: Community and Policy Studies.
  96. ↑ Harris, P. (1999, July). "Community Integration Policy and Abstracts: Fifth Edition." Syracuse, New York: Center on Human Policy, Syracuse University, Rehabilitation Research and Training Center.
  97. ↑ Wehman, P., Wilson, K., Targett, P., West, M., Bricourt, J. & McKinley, W. (1999). Removing transportation barriers for persons with spinal cord injuries: An ongoing challenge to community reintegration. "Journal of Vocational Rehabilitation", 13(1), 21-30
  98. ↑ Willer, B., Ottenbacher, K.J. & Coad, M.L. (1994). The community integration questionnaire: A comparative examination. American Journal of Physical Medicine and Rehabilitation, 103-111.
  99. ↑ Carling, P. (1990). Community integration of people with psychiatric disabilities: Emerging trends. In: Jacobsen, J.W., Burchard, S., & Carling, P. (Eds.), Clinical Services, Social Adjustment and Worklife in Community Living." Baltimore, MD: Paul H. Brookes.
  100. ↑ Carling, P. (1988, April 6). Principles for Promoting Community Integration of People with Psychiatric Disabilities: The Challenge to Academic Psychology. Invited Address to the National Conference on Clinical Training Policy in Psychology at the University of Houston, Houston, Texas. Burlington, VT: Center for Change through Housing and Support, University of Vermont.
  101. ↑ Allard, M. (1996). Supported living policies and programs in the USA. In: J. Mansell & K. Ericsson, Deinstitutionalisation and Community Living (pp. 98-116). London: Chapman & Hall.
  102. ↑ Mirza, M. et al. (2008). Community reintegration for people with psychiatric disabilities: Challenging systemic barriers to service provision and public policy through participatory action research. "Disability and Society", 23(4): 323-336.
  103. ↑ Zasler, N.D. & Kreutzer, J.S. (1991). Family and sexuality after traumatic brain injury. In: J.M. Williams & T. Kay (Eds.), Head Injury: A Family Matter. (pp. 253-270). Baltimore, MD: Paul H. Brookes.
  104. ↑ Reynolds, W. & Rosen, B. (1994, June). Special Issue on Public Policy. "The Journal of Head Trauma Rehabilitation", 9(2).
  105. ↑ Kreutzer, J.S., Leininger, B.S. & Harris, J.A. (1990). The evolving role of neuropsychology in community integration. In: J. Kreutzer & P. Wehman (Eds), Community Integration Following Traumatic Brain Injury. (pp. 49-66). Baltimore, MD: Paul H. Brookes.
  106. ↑ Brain Injury Association of America and the Mount Sinai Brain Injury Research Center. (nd/2012). "State of the States: Meeting the Educational Needs of Children with Traumatic Brain Injury". NY, NY and Washington, DC: Authors.
  107. ↑ Knoll, J., Taylor, S., Racino, J., Good, A., Traustadottir, R., Searl, S., Meyer, I., Ford, A., Nisbet, J. & Biklen, D. (1987). "Annotated Bibliography on Community Integration for Persons with Severe Disabilities." (1987). Syracuse, NY: Center on Human Policy, Community Integration Project.
  108. ↑ Taylor, S., Racino, J., Knoll, J. & Lutfiyya, Z. (1987). "The Nonrestrictive Environment on Community Integration for Persons with the Most Severe Disabilities." Syracuse, NY: Human Policy Press.
  109. ↑ Racino, J. (1999b). "Statewide approaches to community integration: Moving toward technical assistance strategies that make a difference. "Journal of Vocational Rehabilitation", 13(1), 31-44.
  110. ↑ Taylor, S.J., Biklen, D., & Knoll, J. (1987). Community Integration for People with Severe Disabilities. NY, NY and London: Teachers College Press.
  111. ↑ Hayden, M. F. & Abery, B.H. (1994). Challenges for a Service System in Transition. Baltimore, MD: Paul H. Brookes.
  112. ↑ Doty, Pamela (June 2000), Cost-Effectiveness of Home and Community-Based Long-Term Care Services, U.S. Department of Health and Human Services
  113. ↑ Rehabilitation Research and Training Centre on Family and Community Living. (1990). "Sharing the Vision...Meeting the Challenge." Washington, DC, Syracuse, NY & Minneapolis, Minnesota: University of Minnesota, Rehabilitation Research and Training Center on Community Living, Institute on Community Integration.
  114. ↑ Research and Training Center on Community Integration. (1988). "From Being in the Community to Being Part of the Community." Syracuse, NY: Research and Training Center, Center on Human Policy, Syracuse University.
  115. ↑ Center on Human Policy (1987). "A Statement in Support of Children and their Families." Reprinted in: Taylor, S., Racino, J., & Walker, P. (1992). Inclusive community living. In: Stainback, W. & Stainback, S. (Eds.), "Controversial Issues Confronting Special Education."(pp.299-312) Boston: Allyn & Bacon.
  116. ↑ Taylor, S., Bogdan, R. & Racino, J. (1991). "Life in the Community: Case Studies of Organizations Supporting People with Disabilities". Baltimore, MD: Paul H. Brookes.
  117. ↑ Brazil, R. & Carle, N. (1988). An ordinary home life. In: Towell, D. (Ed.), "An Ordinary Life in Practice: Developing Comprehensive Community-based Services for People with Learning Disabilities. (pp. 59-67). London: King Edward's Hospital Fund.
  118. ↑ Center on Human Policy. (1989). A Statement in Support of Adults Living in the Community. Syracuse, NY: Rehabilitation Research and Training Center on Community Integration.
  119. ↑ Dilys Page (1995, April). Whose services? Whose needs? "Community Development Journal", 30(2), 217-235.
  120. ↑ Heumann, J. (1993). A disabled woman's reflections: Myths and realities of integration. In: Racino, J., Walker, P., O'Connor, S., & Taylor, S. (Eds.), "Housing, Support and Community: Choices and Strategies for Adults with Disabilities". (pp.233-249). Baltimore, MD: Paul H. Brookes.
  121. ↑ Racino,J. (2000). "Personnel Preparation in Disability and Community Life: Universal Approaches to Support". Springfield, IL: Charles C.Thomas Publishers.
  122. ↑ Roberts, E. & O'Brien, J. (1993). Foreword. In: J. Racino, et al, "Housing, Support and Community". (pp.xi-xx). Baltimore, MD: Paul H. Brookes.
  123. ↑ Racino, J. (1990). Preparing personnel to work in community support services. In: Kaiser, A.P. & McWhorter, C.M. (Eds.), Preparing Personnel to Work with Persons with Severe Disabilities." (pp.203-226). Baltimore, MD: Paul H. Brookes.
  124. ↑ Walker, P. (2009, January). Implementation of consumer-directed services for intellectual and developmental disabilities: A national study. "Policy Research Brief", 20(1). Minneapolis, MN: University of Minnesota.
  125. ↑ Abery, B., Mithaug, D., Stancliffe, R., & Wehmeyer, M. (2003). "Theory in Self-Determination: Foundations for Educational Practice." Springfield, IL: Charles C. Thomas.
  126. ↑ Kennedy, M. (1993). Turning the pages of life. In: J. Racino, P. Walker, S. O'Connor, & S. Taylor (Eds.), "Housing, Support and Community". (pp. 205-216). Baltimore, MD: Paul H. Brookes.
  127. ↑ Bogdan, R. & Taylor, S. (1999). "Building Stronger Communities for All: Thoughts about Community Participation for People with Developmental Disabilities." Syracuse, NY: Center on Human Policy, Syracuse University. [Presented to the President's Committee on "Intellectual Disabilities]. Taylor, Racino & Shoultz, 1988)
  128. ↑ O'Brien, J. & Mount, B. (2007) "Make A Difference: A Guidebook for Person-Centered Direct Support". Toronto, Ontario: Inclusion Press.
  129. ↑ O'Brien, J. & O'Brien, C. (2002). "Implementing Person-Centered Planning: Voices of Experience." Toronto, Ontario, Canada: Inclusion Press.
  130. ↑ Lutfiyya, Z.M (1990). "Affectionate Bonds: What We Can Learn By Listening To Friends." Syracuse, NY: Syracuse University, Center on Human Policy.
  131. ↑ Center for Personal Assistance Services. (2011). "About the Center." San Francisco, CA: University of California.
  132. ↑ Weissman, J., Kennedy, J. & Litvak, S. (1991). "Personal Perspectives on Personal Assistance Services." Berkeley, CA: Rehabilitation Research and Training Center on Public Policy and Independent Living.
  133. ↑ Bradley, V. and Bersani, H. (1990). "Quality Assurance for People with Developmental Disabilities". Baltimore, MD: Paul H. Brookes.
  134. ↑ Felce, D. & Perry, J. (2007). Living with supports in the community: Factors associated with quality life outcomes. In: Odom, S., Horner, R., Snell, M., & Blacher, J. (Eds.), "Handbook on Developmental Disabilities". Baltimore, MD: Paul H. Brookes.
  135. ↑ Lutfiyya, Z.M, Moseley, C., Walker, P., Zollers, N., Lehr, S., Pugliese, J., Callahan, M., & Centra, N. (1987, July). A Question of Community: Quality of Life and Integration in "Small Residential Units" and Other Residential Settings. Syracuse, NY: Center on Human Policy, Syracuse University.
  136. ↑ Braddock, D., Hemp, R., Fujuira, G., Bachelder, L., & Mitchell, D. (1990). "The State of the States in Developmental Disabilities." Baltimore, MD: Paul H. Brookes.
  137. ↑ Emerson, E., Robertson, J., Gregory, N., Hatton, C. et al (2001). Quality and costs of supportive living residences and group homes in the UK. "American Journal on Intellectual Disabilities"
  138. ↑ Hagner, D. (1989). "Social Integration of Supported Employees: A Qualitative Study". Syracuse, NY: Center on Human Policy, Syracuse University, Rehabilitation Research and Training Center on Community Integration.
  139. ↑ Knoll, J., Covert, S., Osuch, R., O'Connor, S., Agosta, J., & Blaney, B. (1992). "Family Support Services in the US: An End of the Decade Status Report." Cambridge, MA: Human Services Research Institute.
  140. ↑ Larson, S. & Lakin, K.C. (1992). Direct care staff stability in a national sample of small group homes. "Intellectual Disabilities", 30, 13-22.
  141. ↑ Lowe, K. & dePaiva, S. (1988). "The Evaluation of NIMROD: A Community-based Service for People with Mental Handicaps." Cardiff, Wales: The Mental Handicaps in Wales Applied Research Unit, St. David's Hospital.
  142. ↑ Racino, J. (1999a). Policy, Program Evaluation Research in Disability and Community Life: Community Support for All". London: The Haworth Press.
  143. ↑ Goode, D. (1994). "Quality of Life for Persons with Disabilities: International Perspectives". Cambridge, MA: Brookline Books.
  144. ↑ Tideman, M. (2005). Conquering life: The first experiences of the integrated generation In: K. Johnson & R. Traustadottir (Eds.), "Deinstitutionalization and People with Intellectual Disabilities: In and Out of Institutions". (pp. 211-221). London: Jessica Kingsley Publishers.
  145. ↑ Turnbull, H.R., Stowe, M.J., Turnbull, A., & Schrandt, M.S. (2007). Public policy and developmental disabilities: A 35-year and 5-year prospective based on the core concepts of disability. In: Odom, S., Horner, R. H., Snell, M.E., & Blacher, J. (Eds.), "Handbook on Developmental Disabilities". (pp.15-34). London: Guilford Press.
  146. ↑ Towell, D. & Racino, J. (1990). "Consultation with the National Health Service of Czechoslovakian Government in Prague, Czechoslovakia". London, UK & Syracuse, NY: National Development Team, Great Britain and Syracuse University, Center on Human Policy, Rehabilitation Research and Training Center on Community Integration.
  147. ↑ Center on Human Policy (1990). "Meetings at the Center on Human Policy." Syracuse, NY: Center on Human Policy, Syracuse University, Rehabilitation Research and Training Center on Community Integration.
  148. ↑ Racino, J. (2011, draft). "Outcomes of Technical Assistance in Community Integration in States in the US: A Retrospective and Prospective on the Rehabilitation Research and Training Centers. Rome, NY: Author.
  149. ↑ United Nations.The UN Convention on the Rights of Persons with Disabilities, Article 19, Living in the community. ENABLE. 2012. Department of Economic and Social Affairs Disability. New York City: United Nations.
  150. ↑ Racino, J. (2014, in press). "Public Administration and Disability: Community Services Administration in the US". NY, NY: CRC Press, Francis and Taylor.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.