* Does your organization have a written policy, position, or mission statement affirming the value of community integration for the individuals it serves?
* has your organization provided
in-service training on integration
values, principles, and practices in
the past year to:
a. Board of directors?
b. Administration staff?
c. Direct care staff?
d. Consumers' families?
e. Organization volunteers?
* Does your organization provide up-to-date information on integration resources such as notices of relevant conferences, workshops, presentations by leading-edge professionals or recent books, journal articles, studies, and reports which feature integration concepts, principles and practices, and other state-of- the-art materials?
* Does your organization provide space on the premises (e.g., a liberty, resource room, bulletin board, or shelves) to display or circulate notices, articles, or books on integration?
* Does your organization provide tangible incentives (time off, registration fees, promotions, wage increases) to encourage professional development to keep current with new ideas in the field?
* Do each of the individuals you serve have an Individual Plan (Program, Habilitation, Education, or Written Rehabilitation) that addresses these basic human needs:
a. To improve personal status, the plan should include activities designed to enhance self-image, abundant opportunities to make choices, and skills to reduce dependence on others for self- care? --
b. To increase community stature, the plan should include activities that lead to wider social acceptance by members of society who are not disabled such as getting a library card and using it, shopping as individuals rather than in groups, or going to regular educational classes with other children or adults who are not disabled?
* Do each of the individuals you serve have at least four socially valued roles such as:
a. homeowner, tenant, or roommate (not facility resident)?
b. Community volunteer or activist in a typical activity, club, or group for people who are not disabled?
c. Recreational or leisure role (e.g., a participant or spectator in community sports, a library card owner?
d. A student in the local school or in regular adult education or vocational training classes, an employee in a business with a majority of coworkers who are not disabled, or a friend or companion of at least two people who are not disabled other than family and staff? --
Environment Yes No
* Do the environments in which the individuals you serve spend most of their time reflect: a. Attitudes that affirm the individual's potential for growth and self-direction regardless of their past performance? _ _
b. Expectations that are high, demand higher achievements than past experiences would predict, and recognize that the limitations of their environments may have held them back more than their disabilities? --
c. Age-appropriate settings, training materials, and equipment? --
d. Community-referenced skills and behavior training? - -
e. Functional tasks and activities that are expected and valued by the community for persons their age? --
f. Individualized approaches that are in a natural proportion to the ratio of persons with disabilities to those who are not disabled in living, learning, working, and social arrangements? --
