Jan Nisbet Ph.D.Director, Institute on DisabilityUniversity of New Hampshire

June 1, 2009ADD TA Institute, Washington, D.C.

Future of UCEDDs

Expanding the FocusThe Olmstead decision and “Real Choices”

provide the foundation for a broader focus.UCEDD’s must be become involved with other

populations who require long-terms services and supports.

Increasingly state systems are striving for vertical and horizontal integration to improve efficiency and effectiveness.

Different populations share problems associated with social isolation, employment, transportation, and affordable and accessible housing.

ExamplesSTART Services

supports states to develop integrated mental health and developmental disability services for individuals with dual diagnosis.

Older adults who acquire disabilities are choosing self-directed and in-home support options that are offered by developmental disability systems.

Education as an Example Inclusive Education has

fostered the understanding that children (and adults) require individualized supports.

In order to provide technical support and engage in systemic reform in educational settings, it is impossible to only focus on children with developmental disabilities.

Transition from school to adult life also provides an opportunity to utilize the familiar tool of person-centered planning with other populations.

Moving Toward Integrated Systems

Other Levels of Integration

UCEDDsCan expand their Advisory Structures to include

leaders from Mental Health, Head Start, Child Protection, Juvenile Justice and Aging.

Can position themselves to serve as a translational network for persons who require preventative and long-terms services and supports.

However, the ability to expand the focus requires additional resources, financial and personnel. Dilution will not serve individuals with developmental disabilities or other groups.

The Multi-Disciplinary UCEDD

David T. Mitchell, Executive DirectorInstitute on Disabilities

Temple University

Future development of UCEDDs

• Under-development of pre-service educational training initiative within universities

• Need to transform universities as well as communities

• Disability Studies as expertise for disability-based professionals

Cross-Disciplinary Expertise

• Cross-disciplinary expertise of UCEDDs allow them to function like interdisciplinary departments

• Exert influence across every discipline• Course infusions & course hosting• Disability into diversity missions of university

Professionalization

• Professionalization of students with disabilities at highest level of academy

• Professions that traditionally oversee pwds should be actively seeking to train those who form the base of clientele

• Transformation of devalued experience into scholarly contribution (site of knowledge production vs. object of intervention)

Systemic Accessibility

• Need to implement systemic accessibility (design, operations, supports) parallel to ILCs

• UCEDDs must become proactive employers of pwds – particularly at the highest levels of management

• On-Site PAs & travel-related assistance• Accessible tech for all UCEDD operations• Proactive employment – staff should reflect clientele• Current directors stepping down need to turn network

into less exclusive club (move to identity-based network for future generations of leaders)