Futurity. September 1994 d Minnesota Governor's Planning Council on Developmental Disabilities Minnesota Follow-up Study: What Happens to Young Adults with Disabilities after High School? Concern about what happens to youth with disabilities once they leave high school has been a national priority for the past several years. Interviews with 388 young adults with disabilities throughout Minnesota were conducted in the summer of 1993, and the results were recently published in 1994 Minnesota Post-school Follow-up Study, by the Institute on Community Integration, University of Minnesota, under contract with the Interagency ,office on Transition Services, Minnesota Department of Education. The study was conducted in the following communities: Albert Lea, Duluth, Hopkins, Minneapolis, New Prague, Rochester, St. Cloud, Thief River Falls, Willmar, `and Windom. The former students interviewed had left high school between 1988 and 1992, and had been diagnosed with a primary disability in the following categories: learning disability (N= 148); emotional/behavioral disorder (N=55); mild mental impairment (N =95), and moderate/severe disability (N=90). Ninety-two percent of the individuals interviewed were high school graduates. Major findings of the study included: Employment: Eighty percent of the young adults were employed; 50 per- cent in competitive jobs, 13 percent in supported employment, and 16 percent in sheltered employment. Among the 20 percent who were unemployed at the time of the interview, only 9 percent had never been employed. Those working in competitive jobs found work through personal contacts (i. e., self/family/ friend networks). Supported employment services were used primarily by youth in the mild mentally impaired and moderate/severe disability groups. A much larger percentage of young adults in the moderate/severe disability group (56 percent) worked in sheltered employment settings in comparison to the other groups. Postsecondary Education and Training: Nineteen percent of the respondents (mostly individuals with learning disabilities) were enrolled in, or had completed, technical college, community college, or university/four year college, or an apprenticeship. However, most of the remaining respondents had never considered enrollment in postsecondary education and training programs. Living Arrangements: Most young adults (62 percent) lived in their family homes, and very few participated in programs that prepare individuals to live on their own. Forty-one percent were on a waiting list for somewhere else to live. ~ Social Networks: Nearly two-thirds (66 percent) of the sample had social networks ranging from three to eight people. Young adults in the moderate severe disability group had the fewest number of personal friends in their social networks, but included more staff and professionals. Recreation and Leisure Activities: "Watching TV/listening to music" and "going out to eat" were the two most popular recreation/leisure activities. Young adults with learning disabilities were more likely to spend their free time engaged in social activities than others in the sample. Community Participation and Citizenship: Most of the individuals with learning disabilities and those with emotional/behavior disorders drove a car or Folow-Up Continued on page two F-Y 1995 Cost of Care Rate at RTCS Announced The. Minnesota Department of Human Services. (DHS) recently announced the daily rates for the Cost of Care in Regional Treatment Centers (RTCS) for persons with mental retardation and related conditions. Effective July 1, 1994, the daily charge for care for each person at the seven RTCS will be $324 per day, or $115,344 per year. This is only a slight increase from last year's rate of $310 per day, $113,150 per year. DHS calculates interim charges on a per diem basis for each fiscal year by dividing the sum of all anticipated costs by the projected resident days. As of June 1994, the total population of persons with mental retardation and related conditions residing in all seven RTCS was 702. RTC populations have decreased consistently over the past years: 862 residents in 1993; 1,033 residents in 1992; and 3,065 residents in 1977 (or, a reduction of 77 percent over the past 17 years). For more information, `contact Larry Houff, Reimbursement Division, Department of Human Services Building, 444 Lafayette Road, St. Paul, MN 55155, 3824. 612/296-4889. Inside This Issue.. Leadership Institute Held in Minneapolis Cost-Effective Personal Assistance Services Follow-up continued from page one motorcycle, while the majority of young adults in the mild mental impairment and moderate/severe disability groups either used a special bus or van or depended on family and friends for transportation. The majority of former students shopped for personal items, paid for some or all of their living expenses, and had either a saving or a checking account. Only 42 percent of the former-students had voted in an election. Over 80 "percent knew who to contact in the case of a medical emergency or if a victim of a crime. Government and Special Services: The use of state and community services was generally low. The most popular government assistance programs were Supplemental Security Income (SSI) and Medical Assistance programs. However, these were mostly used by young adults in @e moderate/severe disability group. Satisfaction: The former students overwhelmingly expressed satisfaction with their lives in terms of their daily activities, friendships, living arrangements, and use of free time. They also expressed a high degree of satisfaction with their high school experiences and preparation. Non-graduates: Over two-thirds of those" who did not graduate from high school had reentered high school at least one time after first dropping out. As a group, nongraduates had a much higher unemployment rate than graduates. Females who became pregnant while in high school were at highest risk of not graduating. Conclusion: The findings from the Minnesota Post-school Follow-up Study are generally more optimistic than findings from similar studies completely in Minnesota during the 1980s and studies from other parts of the United States. These findings support the value of the efforts that have been made to improve transition services over the past decade. However, this study also clearly documents that young adults with disabilities continue to face many challenges in making a successful transition from school to adult life. For copies of the report, contact: Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. 612/624-4512. Student Outcomes When I leave school, I should have . . . A place to go every day where I can be productive doing things I enjoy and do well. A friend, family member or advocate who knows me well enough to protect my interests. Opportunities to choose and participate in leisure activities 1 enjoy. Enough income to maintain my chosen lifestyle. Access to health and medical services. Opportunities to express my sexuality. Away to effectively communicate my needs, choices and opinions to friends and strangers. Skills I need to take care of myself or to assist the people who care for me. . . Opportunities to continue to learn and grow. Skills I need to develop and maintain positive relationships with my friends and family and the people I meet and work with. opportunities to be an active member of my community. Skills I need to access and use technology that will help improve my lifestyle. A" circle of friends who understand me, share my interests and provide mutual supports. skills I n~ to access and understand the information available , ` through print and media. A diploma or certificate that confirms that 1 have successfully completed the requirements of my educational program. Marilyn Wessels Schools Are For Everyone (SAFE) Schenectady, NY National Seminar Series Features T. Berry Brazelton, M.D. September 20-21, 1994 The staff at Gillette Children's Hospital and St. David's School for Child Development and' Family Services have been working together to bring an outstanding educational opportunity to Minnesota. T. Berry Brazelmn. M. D., faculty member at Harvard Medical School, recognized Pediatrician and expert in the field of child development, will be the featured speaker a! the following events: o September 20, 1994 (7:00 p.m. to 9:00 p.m.).: "Stresses and Supports for Families in the 90's, " Dr. Brazelton will offer a lecture for parents at Northrup Auditorium. Fee: $5.00 per ticket at Northrop -Auditorium Ticket Office. " Call: (612) 624-2345. o September 21, 1994 (7:45 a.m. to 4:30 p.m.): A workshop on community issues, "Partnering with Families, " will be presented by Dr. Brazelton and" Peter Blasco, M. D., from Gillette' ,Children's Hospital. The workshop. will be, held at Radisson Metrodome Hotel, University of' Minnesota Campus. Fee: $95 per person ($65 for students), with 10 Percent discount for groups of five or more. Contact: Cindy Himes, SI, David's School for Child Development and Family Services, 13120 ~ McGinty Road, East, Minnetonka, MN 55305. 612/939 '0396. Minnesota's Leadership Institute Has National Impact I The Governor's Planning Council on Developmental Disabilities recently sponsored a national training event--l 994 Minnesota Summer Leadership Institute, "Charting the Course, " July 17-20, 1994. Attended by 157 people (91 people from other states and 66 Minnesotans), this was the third advanced leadership institute geared to generate and regenerate enthusiasm for becoming an advocate--toward changing public policies that will improve the quality of life for people with developmental disabilities and their families. The Council has-carefully chosen its priority for the decade of the 1990s-"Leadership Development. " True leadership in the, arena of policymaking for people with disabilities must come from parents, people with disabilities, and family members. Thus, Partners in Policymaking was created eight years ago. "Partners" is an eight month, 128 hour, course for parents with children with developmental disabilities and for individuals with disabilities on how, to be their own best advocate. ~-is intense leadership development course has now been replicated in 34 states and one U.S. Territory. Over 230 Minnesotans have graduated and are now involved on citizen committee, influencing the media, and providing a number of leadership roles in their respective communities. The Summer Leadership Institute `was intended to bring Partners graduates together from around the country to focus on current issues, gain a broader national perspective, and apply knowledge and skills gained in training. Institute participants were immersed in learning more about 4 current issues: 1) implementation of the Individuals with Disabilities ,Education Act; 2) health care reform; 3) personal assistance services; and 4) family support policy. Once prepared with the facts, participants then presented testimony before "real" public official;; In addition, other topics were presented by nationally recognized speakers/facilitators on the following topics: building alliances through trust and interpersonal relationships; community organizing grassroots empowerment; effective board `membership; facilitating meetings; grantsmanship; influencing the political process; negotiation skills; personal assistance services; lifestyles for adults; and school inclusion. Institute evaluations by participants were very positive. Here are. a few of their parting words: Of most value was the opportunity to network with others throughout the county. -. This experience has reinforced learned knowledge ad skills. It took the fear out of testifying before public officials). It helped me to tie together some loose ends that I struggled with all through Partners training. I am encouraged--I'm fired up again! Partners is powerful and innovative. The word is OUT and it is amazing where it shows up. For more information, contact: Miimesota Governor's Planning Council on Developmental ,Disabilities, 300 Centennial Office Building, 368 Cedar Streetl St. Paul, Minnesota 55155. 612/2964018 (voice); 6121296-9962 (TDD); 612/297-7200 (Fax). Walker Art Center Presents: When Billy Broke His Head. . . and Other Tales of Wonder September 16, 1994 (8:0.0 p.m.). Award-winning journalist and radio disc jockey Billy Golfus, who experienced brain. injury from a traffic accident, tells a straightforward, no apologies look at the true and unfiltered stories of people with disabilities. "This should be seen `by every man. woman and child in America, " said Lucy Gwin. Editor of This Brain Hus u Mwdr. " Contact: National Disability Awareness Project, 513 Ontario Street, Minneapolis, MN 55414. 612/33 l-i + 30. Eventtion and related issues; 3) class siz.dteacher-pupil ratios; and 4) the development of a technology plan for special education. "The Task" Force is seeking ,oral'fe-sdback or s@tements in writing regarding these specific issues. What should be kept, changed, or eliminated? .SVhat is good? What problems have you experienced? Responses must be made no later than October 30, 1994. `Contact: Patty Anderson, 8th Floor Capitol Square Building, 550 Cedar Street, St. Paul, MN 55"101. 612/296-6104. Examples of Interagency Collaboration/Transition ~ Services Requested The Minnesota Departti'ent ~ Educatiotr, Division of Rehabilitation Services; and State Servic~s for the Blind are currently working together to describe and clarify the joint provision of services to youth " With disabilities from school to work and community living. A @debook will be published which will share how agencies have collaborated through use of state and federal legislation, policies, funding sources, and examples of coordinating services to individuals. Stories are also needed on how individuals are provided with Suppo-rts and services. Contact: Teri Wallace, Institute on Community Integration, 6 Pattee Hall, University of Minnesota, 150 Pillsbury Drive, SE, Minneapolis, MN 55455. 612/626-7220 (tioice); 612/624-9344 (fax). , Minnesota Families continued from page one o The majority wanted their child to spend most of their time in a general education setting. o One third wanted their child to spend most of their time in a special education setting. Note: Parents whose children spent more time in general education felt stronger , about having their child included in general "education. What influences whether a student spends most of his/her time in general education settings? Parent preference: If the parent wants their child in general education, that is where they tend to be educated * Severity of a child's disability: The more severe the disability, the less likely. the child will be educated IN general education. * ` Age: Children tend to spend more time in general education during the" elementary years and much less time in general education at the preschool, middle school, or high school levels: . . Parent Satisfaction What needs to happen to. ensure parent satisfaction with their individual educational planning process (IEP)/ individual family s-ice plan (IFSP) experience and with their child's progress?' . Believe that my child can learn and he optimistic setting goals. c .Respect and value my input and feelings. 4 Don't forget to develop social and behavioral goals. . Help all children value and treat one another well. o . Train all staff to understand the content and goals of the individual educational planning-process (IEP). . . while parents tend to be least satisfied .With their child's program? 7 . Parents with a high school age child. . Parents whose child has a `severe disability. o Parents whose child has an emotional behaviors-l disability. ,.0 .Parents of color. c Parents with low incomes. . . ,. Parents who are single. "Note: 1) Parents of color and families with low ""incomes were not only less satisfied with their child's progress, they also received less -information and support, ~d their children were disproportionately placed special education, particularly in the category of emotional behavioral disabilities; 2) When parents of color had the support of-an advocate, their positive experience with the IEP process, overall satisfaction, agreement that their child benefited from being in general education, and the desire to have their child in general. education increased to 100 `percent on all measures for most ethnic groups. The support of an advocate had a similar effect with low income families. .9 Inclusion of Students in General-Education ` What worries parents about having their child educated in `general education settings? . Will my. child get the support they need? Q Will they receive good instruction? o Will other children accept my child? . Will my child learn? `" What did parents identify as barriers to successful school inclusion? o Lack of money in schools. o Large class sizes. . Lack of skill by general educators in working with students with disabilities and particularly in working with behavioral issues. o Attitudes of other students toward students with disabilities. 0 Members of a child's team not working well together. > Minnesota Families continued on page three . . . . -- Minnesota Families continued from page two o Attitudes of general educators toward students with disabilities. o Rigid or narrowly defined instructional goals in general education, and, in particular, goals for their child. $ Teaching methods used in general education. + At, the secondary level, grading practices. o Racial insensitivity (as identified by African. American Asian, and Latino parents). Note: Parent concerns decreased when students spent more time in general education. As an example, related to how their child will be accepted by other children and general educators, those whose children spent most of their time in general education were less concerned about this than parents whose children were in special education full time. Despite the significant barriers identified, benefits from being in' general education were seen as important and durable, with a range from 70 to 100 percent satisfaction expressed by the parents. What were experiences or factors that were key to a child benefiting from being in general education? A classroom teacher who is" supportive and flexible in meeting a child's needs. Staff respecting and valuing parents' input and feelings. Staff believing a child can learn and being optimistic in setting goals. General educators skilled in working with children with disabilities. Flexible appropriate instructional goals in the general education classroom. Having a child's team be aware of the content of his/her individual education plan. Paying attention to setting social and behavioral goals. Helping all children to value and treat one another well.-, Supporting participation in class activities. ,, "- hat kind .of support do parents say they-need? o The support of school staff. o Training on how to support their child, their rights, their child's rights, &d how to communicate with staff. o More opportunities to meet with school staff about their child's education. c Written information about how to handle their child's behavior. . * Next Steps .- In August 1994, focus group training was provided for representatives of the participating organizations. These individuals plan to conduct focus groups this , fall with parents and staff in their organizations in an attempt to select priorities from the identified needs and then develop collaborative-strategies to meet those needs within their organizations. In 1995, staff from the Together We're Better program will meet with participating agencies, discuss major needs, and identify areas for interagency collaboration. . For more information bout the survey results or focus group opportunities, please contact the Institute on Community Integration, 111 Pattee Hall, 150 Pillsbury Drive, SE, Minneapolis; MN 55455. 612/624-1349. Copies of the full report or a thirteen page executive "summary, ]inclusive Education: Needs of Minnesota Families, 1994, (available in print and alternative formats) can ,be ordered by contacting the Publications Office, Institute on Community Integration, University of Minnesota, 109 Pillsbury Drive, SE, Minneapolis, " MN 55455. 612/624-4512. .' Events . October 6-7, 1994: "Creative Options for People with the Most Severe Disabilities, " 6th annual training symposium featuring nationally known experts. Location: Thunderbird Hotel and Convention. Center, ,2201 East 78th Street, Bloomingotn, MN. Sponsors: South Central Technical College, Governor's Planning Council on Developmental Disabilities, and the Minnesota Habilitation Coalition. Contact: South Central Technical College, Custom Services, 22W Tech Drive, Albert Lea, MN 56007. 507/373-0656, Ext. 225; 800-333-2584; 507/373-1758 (fax). ., November 3, 1994: "Partners in Support: A Conference on HIV/AIDS and Developmental Disabilities, " sponsored by Opportunity Workshop, Minnesota AIDS Project, and Minnesota Institute of Public Health, will be held at Holiday Inn Minneapolis West, St. Louis Park Contact: Cindy Tarshish, Opportunity Workshop, 5500 Opportunity Court, Minnetonka, MN 55343. 612/938-5511 (voice); 612/9304293 (TDD). November 8, 1994: "Pre-Conference `Workshop on. Early Intervention (Part H)", Mall of America Grand Hotel. Contact: Pam Hunt, Institute on Community Integration, University " of Minnesota, Pattee Hall,' 150 Pillsbury Drive, . NE, "Minneapolis, MN 55455. 612/625-3863. November 9, "1994: "Coming Together for Children, Youth, and Families," a collaborative conference. for members of: Interagency Early Intervention Committees, Local Coordinating Councils, Local Advisory Councils, and Community Transition Interagency Committees. Location: Mall of America Grand Hotel, Bloomington, MN. Contact: Pam Hunt, Institute on Community Integration, University of Minnesota, Pattee Hall, 150 Pillsbury Drive, NE, Minneapolis, MN 55455. 612/625-3863. November 21, 1994 (12:00 noon to 4:00 p.m.): Ninth Annual Job Success Fair, "Exploring Your Options, " Marriott Hotel Bloomington, is for individuals with disabilities. Contact: Nancy K. Schuett, City of `Bloomington, 61X88115811 (voice); 612/887.9677 (TDD). December 8-10, 1994: "Creating a World of .' Community --Alliance for Action, " Marriott Marquis, Peachtree Center, Atlanta Georgia. Contact: The Association for Persons with Severe Handicaps, 11201 Greenwood Ave., N., Seattle, WA 98133. 206/361-8870 (voice); 206/361-9208 (fax). . Lending Library The following resources are available on loan; , publications for three weeks; videotapes (VHS 1/2 cassette) for two weeks. The only cost to the borrower is the return postage. You Can Vote, videotape, 30 minutes, Michigan League of Women Voters and Michigan Developmental Disabilities Council, encourages people with disabilities to meet their responsibilities as citizens--to register, and to vote. Kids Belong Together, videotape, 30 minutes, People First Association of Lethbridge, Alberta, Canada. Through cohesive circles of friends, communities become a place for everyone. Parents mid children with disabilities learn the importance 'of dreaming for the future and to share these dreams with others. Scenes primarily in elementary school settings. Our Voices Count: Self Advocacy Now, Self Advocacy Association of New York State, Inc., People with disabilities speak out, encouraging others to voice their concerns, as well. . No lasting achievement is possible without a. vision, and no dream can become real without action and responsibility.. William Butler Yeats . DRAGnet Expands Computer Services DRAGnet, a Minnesota-based nonprofit group serving people with disabilities, has relocated its office to the historic Textile Building in downtown Minneapolis. The move accompanies an expansion of the DRAGnet RE=PC computer recycling project which provides low-cost access to computer technology for disadvantaged individuals and the nonprofit service community. RE=PC offers a tax-deductible donation for computer equipment. `me donated equipment is then refurbished and placed with people who would not otherwise be able to afford similar equipment. The project generates high technology skills training and employment opportunities for people with disabilities. Another service, Computer Precision; provides fee-based consulting to organizations, and provides system design, management and training. In addition, DRAGnet Information Service; an electronic bulletin board, provides worldwide information on disability related topics, which can be reached with a computer and modem at 612/753-1943 (ANSI emulation; eight dab W no parity, and one stop bit [8-N-1]). This newsletter, Futurity, is available via the DRAGnet Information Service. . For more information, contact: DRAGnet, 119 North Fourth Street, Suite '405 Textile Building, Minneapolis, MN 55401. 612/33$-2535. * Council Publications in .Alternative Formats: 1] Friends: A Manual for Connecting Persons with Disabilities and Community Members, Human Services Research and Development Center, on audio, cassette; 2) Futurity, on audio cassette and is available through DRAGnet and Children, , `Youth, and Family Consortium Clearinghouse (electronic bulletin boards); 3) Making Your Case, Braille, computer disk, and audio tape; 4) Minnesotans Speak Out, Summary of Town Meetings, audio cassette; 5) .Shifting Patterns, publication in Braille and on audio cassette; and videotape with closed captions; 6) It's Never Too Early, It's Never Too Late videotape, is available with closed captions; and 7) It's Never Too Early, It's Never too Late publication; is available on audio cassette. See return address and telephone numbers, below. `" Futurity DEPARTMENT OF ADMINISTRATION Governor's Planning Council on Developmental Disabilities 300 Centennial Office Building . 658 Cedar Street, St. Paul, MN 55155 Roger Wand, Editor ,612/296-4018 (Voice) 612/296-9962 (TDD) 61 Z297-7200 (FAX , Bulk Rate U.S. Postage Paid Permit No. 171 .St. Paul, MN TIME DATED MATERIAL Futurity . . November 1994 o . Governor's Planning Council on Developmental Disabilities U.S. Congress Endorses Families of Children with Disabilities Support Act of 1994 On Wednesday, October 5,.1994, the United States Senate adopted the Developmental Disabilities Assistance and Conference Committee Report to reauthorize the Elementary and Secondary . Bill OT Rights Act of 1994, the purpose of Education Act (ESEA). Section 315 of this Act contains `tie "Families if Children with Disabilities Support Act of 1994. " According to Allan Bergman, director of State-Federal Relations of United Cerebral Palsy Associations, as of October 7, 1994, this new legislation was on its way to President Clinton for his signature. The legislation is the result of much hard work by individuals and organizations throughout the country. "Our jointly developed values, principles; and policies for family, support are about to become the law of the land!" exclaimed Bergman. [See previous article: "National Family Support Legislation Drafted, n Futurity (July .1993 )]. " Unfortunately, " continued Bergman, "because of the extensive delay in bringing ESEA to a vote, funding was not secured under the new federal budget which began on October 1, 1994. Bergman said that this new legislation will establish a new foundation for the reauthorization of Individuals with Disabilities Education Act (IDEA] next year. "We will have 'to work diligently with the members of the Senate and House Labor, Health and Human Services and Education Appropriation Subcommittees next year to secure appropriations for the federal fiscal year beginning on October 1, 1995. " According to Senator Tom Harkin, Chair of the Subcommittee on Disability Policy, Committee on Labor and Human Resources, "It is now the policy of the .United States that (quoting directly from the legislation): (1) Family support for families of children with disabilities must focus on the needs of the entire family. (2) Families of children with disabilities should be supported in determining their needs and in making decisions concerning necessary, desirable, and appropriate services. (3) Families should lay decision making roles in policies and programs that affect their lives of such families. (4) Family needs change over time and family support for families of children with disabilities must offer options that are flexible and responsive to the unique z needs and strengths and cultural values of individual families. (5) Family support for families of children with disabilities is proactive and not solely in response, to a crisis. (6) Families must be supported in' their efforts to promote the integration and inclusion of their. children with disabilities into all aspects of community life. (7) Family support for families of children with disabilities should promote the use of existing social networks, strengthen natural services of support, and help build connections to existing community resources and services. (8) Youth with disabilities should be involved in decisionmaking about their own lives, consistent with the unique strengths, resources, priorities, concerns. (9) Services &d supports must be provided in a manner `that demonstrates Family Support Act continued on page two . abilities, and capabilities of each such youth. What Does Cultural Competence" Mean? by Vivian Jenkins Nelsen When the U.S. Congress reauthorized the Developmental Disabilities Assistance and Bill of Rights Act of 1994, the purpose of for providing assistance to State Developmental Disabilities Councils was stated:. to promote, through systemic change, capacity building, and advocacy activities . . . the development of a consumer and family weltered, comprehensive system and a coordinated array of culturally competent services, supports, and other assistance designed to achieve . independence, productivity, and integration and inclusion into the community for individuals with developmental disabilities. " The term `culturally competent" was defined in the ,Act: `. . . services, sup" ports or other assistance that are conducted or provided in a manger that is responsive to the beliefs, interpersonal styles, attitudes, language and behaviors of individuals who are receiving services, and in a manner that has the greatest likelihood of ensuring their "maximum participation in the program. w This definition, however, misses one key component--people have to -be part OF the service team. Our challenge is to reach all cultures to understand how each culture views an individual or child with a disability. Not until we gain such understanding and sensitivity will anyone , really effectively communicate and work together as a tam. Competence continued on page two Inside This' Issue Getting a Life by Ann Turnbull (part one) -Multimedia Expands Training Competence continued from page one . What people really "need to understand is that they are only temporarily able. bodied and that we are all a part, in and out, of our respective communities. People are only a drunk driver or a bar of soap away' from having a disability. What all of us need is to be fully competent, fully able to do the very best of our abilities what we want to and need to do-in our communities and our work places. Discrimination is alive and well everywhere you look: o Most discrimination is annoying, and is usually not intentional. ~ Most discrimination is on an unconscious basis--you need to go deep to find it. ` . You know you are being discriminated against when you can't get the" services you need, while others are getting the services they need o You know' you are being discriminated against when you're the only one in the room like yourself. When thinking about services and cultural competency; we need to be planful. Progress does not happen overnight. Nor can we expect to accomplish our tasks in three months< or three years, and be done. Diversity "is more complex than that. We need to plan for a long-term commitment, beyond the usual three-year cycle that is doomed to fail. When planning, we n@ to allow for the mistakes we will inevitably make. Mistakes do happen, and we need time to recover from them. Taking risks is what it's all about. However, don't make the. same mistakes twice. Be planful for change- The tears were just coming down my cheeks and I said, "What are you saying to me? She said, "Every day when I get up, I ask the good Lord to let me give as many of my green cards as I. can and to take as many rd cards as I can. Thank you, Ann for, bringing ;e your red cards and thank you for the chance to give you my green cards." Boy, did I learn. I was sitting there, awed by this ordinary community citizen who has profound wisdom about what it means to ,support people with special needs. Then she started telling me how she was going to handle every one of my concerns. She wanted to match Jay with one driver and then two and ". three others. She said, "I can't tell you today who .I'm going to match him with. I need to think about it, but, 1'1} call you in 24 hours. " She called the next &y and told me she was " going to match him with Jim. She said that Jim asked her why she chose him for this. And-she said, "I just looked straight at him" and I said Jim you need a friend as-much as Jay Turnbull needs a friend. " Shirley-understands what reciprocity ii. Shirley understands what goes around comes around. Shirley understands this isn't volunteer charity. We're-building relationships where everybody has something to gain. This article is from a presentation made by km Turnbull at West Virginia's Early Intervention Summer Conference (1994): AM and her husband, Rud, Dir. the Beach Center on Families and Disability at the University of Kansas, and are the parents of Jay, a young man with developmental disabilities. Special thanks are extended to Ann Turnbull and The Are of Harrison County, Clarksburg, West Virginia, for permission to reproduce their article from Fair Shake, Quarterly Magazine of West Virginia's Fair Shake Partnership (Fall 1994).] . . . . Event January 20, 1994: "The Origins and Treatment of Self-Injurious Behavior, A one day workshop presented by Arlyne J. Gutmasm, and Robert A. Schauerhammer Location: ., Sheraton Midway Inn. Contact: Robert A. Schauerhammer, P.O. Box 240742, Apple Valley, MN, 55124. 612/431-5633. Editors note: Futurity is not published , in January and July, so please have a . safe and prosperous new year! . . ., .- . Lending Library I The following resources am available on loan; publications for three weeks; videotapes (VHS 1/2" cassettes) for two weeks. The only cost to the borrower is the, return postage. ` Early Childhood: A Policy of Inclusion (videotape, 23 minutes),. Minnesota Department of Education, 1992. Several schools in Minnesota illustrate the positive impacts made in the lives of children and their families through a policy of inclusiveness. Families Facing Transition (videotape, 25 minutes), Beach Center on Families and disability, University of Kansas. Powerful interviews with three families who confront change when youth with disabilities make the transition to adulthood. " Working:. Stories of Supported Employment, Texas Planning Council on Developmental Disabilities; 1991, (videotape, 18 minutes). Individuals with developmental disabilities are successful in a variety of work settings. Futurity Available on Audio Cassette Please tell your friends and -associates who do not read print that they can request this monthly newsletter on audio cassette. Cd: 612/296-4018 (voice); 612/296-9962 , (TDD). Federal Grant to Provide Respite Care " for Children with Complex Health Needs The Department of Human' Services recently received a federal grant of $200,000 to enhance existing' respite child care services to serve children who ~ are considered medically fragile". The funds are derived from the, Temporary Child Care for Children with Disabilities and Crisis Nursery Act through the U.S. Department of Health and Human Services, Children's Bureau. Minnesota competed with other states for this grant. . . Community programs will focus on expanding options through existing child care services (i.e., services to families and day centers) and will serve communities of color and families who have "been unserved or underserved. A request for proposals will be announced by the Department within the next month to solicit interest from providers and other interested parties, Projects are expected .to influence system change as well as to design services that are more family-friendly. For more information) contact `" Suzanne Pollack, Minnesota Department Of Human Services, 444 Lafayette . Road, St. Paul, MN' 55155. 612/297-3634. ` - Council Publications in :Alternative Formats: . 1] Friends: A .Manual for Connecting Persons with Disabilities and Community Members, Human Services .Research and Development Center, on audio cassette;' 2) Futurity, on audiocassette and is available' through DRAGnet and Children, Youth, and Family Consortium Clearinghouse (electronic bulletin boards); 3) It's Never Too Early, It's Never Too Lute: videotape available with closed captions; and publication available on audio cassette; . 4) Making Your Case, Braille, `computer-disk, and audiotape; 5) Shifting Patterns publication in Braille and on audio cassette; and videotape with closed captions; . 6) Minnesotans Speak Out, Summa q of Town Meetings, audio cassette; +d 7) Read My Lips: It's My Choice, on audiotape. / . . ! . Futurity Governor's Planning Council on Developmental Disabilities , 300 Centennial Office Building 658 Cedar Street, St. Paul, MN 55155 ` . Roger Strand, Editor 612296-4018 (Voice) 61 Z296-9962 (TDD) 612/297-7200 (FAX . L (" Bulk Rate U.S. Postage Paid. P&lnitNo. 171 St. Paul, MN .\ . ,. TIMED ATED MATERIAL `