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Neidorf, Jon, Ed. – Institute on Community Integration, 2023
People with intellectual and developmental disabilities (IDD) are overrepresented in the criminal legal system. Further, many people with IDD move between large state-run institutions and the criminal legal system. In 2019, for example, 29% of people moving into large state-run institutions came from jails, prisons, and other correctional…
Descriptors: Intellectual Disability, Developmental Disabilities, Disproportionate Representation, Institutionalized Persons
Bershadsky, Julie, Ed. – Institute on Community Integration, 2022
This brief uses publicly available data from the National Core Indicators┬« (NCI)-IDD Staff Stability Survey to compare wages of direct support professionals (DSPs) to what people earn in other similar professions. It also puts them in context by comparing DSP wages to living wages--the cost of living based on typical expenses that meet minimum…
Descriptors: Employees, Wages, Intellectual Disability, Developmental Disabilities
Larson, Sheryl A., Ed. – Institute on Community Integration, 2022
The large, often miserable, state-run institutions that used to house people with intellectual or developmental disabilities (IDD) are closing as people with IDD increasingly live in community. Most states are actively working to close the remaining large state-run and non-state IDD institutions. If current trends continue, the remaining state-run…
Descriptors: Institutionalized Persons, Residential Institutions, Intellectual Disability, Developmental Disabilities
Bershadsky, Julie, Ed. – Institute on Community Integration, 2021
This brief contains findings from a recent study exploring direct support professionals (DSPs) providing support to individuals with intellectual and developmental disabilities during the COVID-19 pandemic and the challenges of finding and keeping quality DSPs in a field that has experienced high turnover for decades. This problem is exacerbated…
Descriptors: Educational Policy, Educational Research, Wages, Salary Wage Differentials
Oteman, Quinn, Ed. – Institute on Community Integration, 2021
It is well known that there is a critical shortage of direct support professionals (DSPs) who support people with intellectual and developmental disabilities to live in the community. While the work is high-skilled and varied in nature, wages remain low. COVID-19 had unprecedented adverse effects on DSPs, the people they support, organizations,…
Descriptors: Allied Health Personnel, Intellectual Disability, Developmental Disabilities, COVID-19
Institute on Community Integration, 2019
This report discusses the Person and Family-Centered Approaches in Mental Health and Co-Occurring Disorders Training Project, a training project that the Research and Training Center (RTC) at the Institute on Community Integration (ICI) at the University of Minnesota performed for the Minnesota Department of Human Services. This project was born…
Descriptors: Mental Health, Mental Disorders, Training, Allied Health Personnel
Amado, Angela; Ortenblad, Kelly; O'Donnell, Kathleen – Institute on Community Integration, 2018
Since most individuals with intellectual/developmental disabilities live at home, engaging families in social inclusion efforts is important to build more inclusive communities. This project was exploratory, mixed methods research about supporting families in how to expand social inclusion for their adult children who were living at home. There…
Descriptors: Intellectual Disability, Developmental Disabilities, Family Involvement, Inclusion
Larson, Sheryl; Eschenbacher, Heidi; Anderson, Lynda; Pettingell, Sandy; Hewitt, Amy; Sowers, Mary; Bourne, Mary Lou; Taylor, Brittany; Agosta, John – Institute on Community Integration, 2017
People with intellectual or developmental disabilities (IDD) live in many different types of settings including homes of their own, with a family member, with a host or foster family, or in a provider owned or operated setting. Most live with a family member and receive informal supports from family members and friends. Some also receive supports…
Descriptors: Intellectual Disability, Developmental Disabilities, Home Programs, Home Health Aides
Freeman, Rachel, Ed.; Walker, Pamela, Ed.; Hewitt, Amy, Ed. – Institute on Community Integration, 2016
Person-centered positive supports are about empowering people with disabilities to live lives that fully reflect their individuality and their humanity. They're about using evidence-based positive practices in the service of the needs, values, and goals of the person receiving the support. And they're about promoting quality of life for people in…
Descriptors: Positive Behavior Supports, Developmental Disabilities, Evidence Based Practice, Quality of Life
McEathron, Mary; Beuhring, Trisha; Maynard, Amelia; Mavis, Ann – Institute on Community Integration, 2013
This "Policy Research Brief" presents the current state of the Taxonomy for Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities, along with examples of how it can be used. The purpose of the taxonomy is to provide a basis for comparing the features of the growing number of postsecondary…
Descriptors: Taxonomy, Postsecondary Education, Intellectual Disability, Developmental Disabilities
Liu, Kristin Kline, Ed.; Watkins, Elizabeth, Ed.; Pompa, Delia, Ed.; McLeod, Peggy, Ed.; Elliott, Judy, Ed. – Institute on Community Integration, 2013
English language learners (ELLs) with disabilities are a growing part of the K-12 school population nationwide. The available knowledge on how to effectively educate K-12 English language learners with disabilities, and measure their progress, is small but growing. However, many educators and families have pressing questions. How can educators…
Descriptors: English Language Learners, Students with Disabilities, Elementary School Students, Secondary School Students
Nord, Derek – Institute on Community Integration, 2012
This "Policy Research Brief" summarizes publicly-available data sources that provide information about the employment of people with intellectual and developmental disabilities. It provides important information about these data sources, including their purposes, key definitions, and where to access the public data. Using these data…
Descriptors: Developmental Disabilities, Intellectual Disability, State Standards, Information Sources
Palmer, Susan, Ed.; Heyne, Linda, Ed.; Montie, Jo, Ed.; Abery, Brian, Ed. – Institute on Community Integration (NJ1), 2011
Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and…
Descriptors: Neighborhoods, Socialization, Extracurricular Activities, Youth Programs
McEathron, Mary; Beuhring, Trisha – Institute on Community Integration (NJ1), 2011
This Policy Research Brief proposes an organizational framework for understanding the characteristics of Postsecondary Education (PSE) programs for persons with Intellectual and Developmental Disabilities (IDD) and the relationship of those characteristics to outcomes. The adoption of such a taxonomy could increase understanding of the variety of…
Descriptors: Postsecondary Education, Access to Education, Classification, Mental Retardation
Gaylord, Vicki, Ed. – Institute on Community Integration (NJ1), 2011
Postsecondary education is a primary goal for the majority of high school students with transition plans, according to the National Longitudinal Transition Study-2. However, according to that same study, only about 3 in 10 young adults with disabilities have taken postsecondary education classes since high school. And among those with the lowest…
Descriptors: Higher Education, Federal Legislation, Mental Retardation, College Graduates
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