A user's guide to community entry for the severely by Ernest Pancsofar

By Ernest Pancsofar

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Extra resources for A user's guide to community entry for the severely handicapped

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L. 93112. Often cited as a mandate for the right of all persons with handicaps to live in the least restrictive environment, Section 504 states that: No otherwise qualified handicapped individual in the United States shall, solely by reason of his handicap, be excluded from participation, be denied the benefits of, or be subjected to discrimination under any program or activity, receiving federal financial assistance. Laski (1980) concludes that as a result of the language of Section 504, the committee proceedings concerning the law, the history of related enactments, its administrative construction, and several judicial opinions that Section 504: (a) required that the segregation of disabled people be ended, (b) prohibited unnecessary separate services and required that services be provided in the most integrated settings, (c) required that disabled people be admitted equally to all services and to the equal benefit of all services, and (d) required that disabled people be provided services equally effective as those provided to the general population.

Sample topic areas might include: · What is the role of a profoundly mentally retarded member of society? · What happen after we die? ) · How do you feel toward parents of severely handicapped students? · What are your feelings on terminating a pregnancy when it's known that the unborn child will have Down's Syndrome? · Why do bad things happen to good people? These are just a few topics that should be discussed in college courses and residential in-services that are preparing persons to work with individuals with severe handicaps.

3. Halfway housesUnited States. I. Blackwell, Robert. II. Title. III. Series. ) 10 9 8 7 6 5 4 2 1 1 Page v To The late Mrs. Pearl Granger who dedicated most of her life to providing residential homes for exceptional individuals. and The residents of the John Collier House in Eugene, Oregon, for the experiences they provided. Page vii Contents Preface xi Introduction 1 1 Philosophic Orientation 3 Normalization Criterion of Ultimate Functioning Competence-Deviance Hypothesis Least Restrictive Environment Dignity of Risk Ecological Orientation Summary 2 Range of Residential Options 17 Community Living Alternatives Evaluative Review of Sheltered Villages Evaluative Review of Small Group Homes Summary 3 Evaluation of Community-Living Options 27 Needs Assessment Formative Evaluation Cost Effectiveness Summary 4 Financing a Residential Home 41 Funding Sources Page viii Private Funding Profit Funding Local Agency Funding Purchase of Service (State Funding) Medicaid: Title XIX (Federal Funding) Other Financial Considerations Summary 5 Transitioning Residents from Previous Living Environments 57 Gradual Introduction to the Home Preserving Some of the Old Personalizing the New Home Transferring Relevant Information Establishing Personal Relationships Understanding Special Needs Trial Period for New Residents Summary 6 Voluntary Community Resources 69 Coordinator: Volunteer Resource Personnel Facility Needs: Potential Volunteer Assistance Residential Advisory Board Other Resource Personnel Suggestions for Working with Volunteer Assistance Organizational Plan for Establishing a Volunteer Program Volunteer Program Forms Summary 7 Instructional Strategies for Conducting Training Programs 83 Antecedent Change Prompt Hierarchies Least Prompting Most Prompting Time Delay Modifying the Task Presentation Chaining Adding and Fading of a Color Cue Consequent Changes Resident Reinforcement Survey Summary 8 Domestic Living Skills 95 Current and Subsequent Domestic Living Inventories Page ix Environmental Analysis for Household Cleaning Tasks Safety Needs for Group Home Residents Domestic Domain State of the Art Resources 9 Leisure Time Activities 123 Overview/Suggestions for Leisure Time Programming Leisure Time Activity Content Areas Arts/Crafts Games/Table Physical Fitness Hobbies Sports/Games Social Sample Instructional Formats for Selected Leisure Activities Partial Participation in an Activity Residents with Restricted Leisure Time Activities Suggested Activities Community Involved Program A Final Thought 10 General Community Functioning 149 Interview Resident, Peers, and Primary Care Providers Locate Specific Environments Analyze Characteristics of Activities Develop Data Sheets Use Data Sheets in Specific Environments Develop Task Analyses Develop Training Strategies Summary 11 Characteristics of Model Training Efforts Within Residential Settings 161 An Established Philosophy Statement Domain Referenced Curriculum Community-Based Activities Interaction With Nonhandicapped Peers Involvement of Citizen-Advocates and Neighbors Systematic Instruction Strategies with Data Based Decision Procedures Hierarchy of Documented Procedures for the Decrease of Aberrant Behavior Regular Inservice Sessions to Update Staff on Current State-of-the-Art Knowledge Daily Schedule for Each Resident Page x Use of Generic Medical Facilities and Community Services Self-Evaluation Checklist References 175 Index 181 Page xi Preface A decade ago there would not have been interest, and therefore little reason, to prepare a guide directed at entering individuals with severe handicaps into independent living.

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