For additional free copies or to obtain this publication in other formats, such as audio cassette tapes and computer disk, please contact:
MINNESOTA GOVERNOR'S PLANNING COUNCIL ON DEVELOPMENTAL DISABILITIES
300 Centennial Office Building
658 Cedar Street
St. Paul, Minnesota 55155
{612] 2964018 Voice mail
(612] 2969962 TDD only
[612) 297-7200 fax only
These guidelines were written to assist families and individuals with disabilities to assess whether the written individual plan meets state-of-the-an criteria.
Major questions for the 1980s are relevance of programs and effectiveness of services: What assistance and adaptations are needed by an individual with a disibility to be able to live in an integrated society as self-sufficiently as possible?
The essence of quality is what supports are provided in response to individual needs, wants, choices, and interest. These supports must be individualized and suitable.
INSTRUCTIONS:
The following questions can be applied to objectives on individual education plans for children and a variety of individual program and habilitation plans for adults. Each question can be answered "yes" or "no." After reviewing all objectives, indicate whether the criteria were met for all, some, or no objectives.
The results can be used to focus discussions during team meetings and to help negotiate with staff to design individual plans that reflect best practices. For example, this information may assist individuals to be actively involved in meetings by asking questions. This information can help pinpoint areas of agreement or disagreement during team meetings.
We encourage mass reproduction of these guidelines for distribution to families and individuals with disabilities.
SUMMARY OF GUIDELINES
CRITERIA
Age-Appropriate (Same chronological age):
Would these materials be used by a nondisabled person of the same chronological age?
Would these skills be performed by a nondisabled person of the same chronological age?
Community Referenced [Natural community settings): If objectives are met, will there be participation in a variety of integrated community settings? Are objectives meeting basic skills needed in the future?
Functional (Necessary for increased independence):
If the person does not learn skills described in the objective, will someone else have to do those activities?
Do the activities involve mutual interaction with nondisabled peers?
Generalization (Apply skills to several situations]:
Are skills taught or performed with natural cues and reinforcement? Are the skills taught in the natural settings where they will need to be performed (home, community settings]?
Choice (Individual strengths, needs, and preferences)
Are the objectives based on a comprehensive assessment that emphasize strengths of the individual?
Do the objectives reflect individual's choices and Interests?
Do the objectives reflect family's choices and Interests?
