funded by the

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• funded by the
• US Department of Health and Human Services,
• Administration on Children and Families,
• Administration on Developmental Disabilities

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Introduction National Training Initiative Grants

• Jennifer Johnson
• Administration on Developmental Disabilities
• Administration for Children and Families

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Process for Identifying Priority Areas

• Meeting of experts in February
• Major recommendations
• Primary topics
• Large-scale projects

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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

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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

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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.

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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

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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.

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Overview of Gateway to Self-Determination

• Carl Calkins
• Andy Bacon
• Tamar Heller

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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.

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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.

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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.

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UCEDD Leadership Consortium
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)
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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

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Self-Determination Across the Lifespan

• Early Childhood
• School Age
• Adult
• Aging

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Self-Determination and Key Players in an
Individuals Life

• Families
• Siblings
• Direct Support Workers
• Educators

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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

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Phase I Discussion and Feedback

• What types of SD training are available for
  self-advocates, parents, sibling, providers, or
  others in your state/community? Whats working
  and whats not?
• Who are the people that are most in need of
  training that are not being reached and why?

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Phase II Overview of Planned Activities

• Overview of planned specialty curricula to be
  developed
• Examples Abuse and Neglect, Siblings

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State Demonstrations

• Complete an SD Self-Assessment
• Identify Needed SD Curricula
• Develop Implementation Plan
• Form State SD Supporting Coalitions
• Evaluate Outcomes

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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

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Planning Training Delivery Methods

• Innovative Uses of Technology
• Self-Advocates as Trainers

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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 doesnt 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?

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Phase III Overview of Planned Activities

• Marketing
• Sustainability
• Implementation
• Diffusion

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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?

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Thanks for attending.We appreciate your
interest and input.
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• 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.