Supporting Social Community GRC Global Resource Center on

Supporting Social & Community GRC Global Resource Center on Inclusive Inclusion Education ICI GRC Global Resource Center on Inclusive Education University of Minnesota

Convention on Rights of People with Disabilities (CRPD) • Article 19: Living independently and being included in the community – People with disabilities have the equal right to live in the community. Measures shall be taken facilitate GRC to Global Resourcefull Center on Inclusive enjoyment of this right and their full ICI inclusion Education and participation in the community through access to services to support living and inclusion in the community, and to prevent isolation from it – Russian Federation ratified CRPD in 2012 GRC Global Resource Center on Inclusive Education

What Do We Mean by Social Inclusion? • • Living and feeling included in the community Beyond a physical presence & involves v Developing and maintaining reciprocal social relationships v Having a rich social network that includes people beyond members of your family GRC Global Resource Center on Inclusive v Engaging in daily activities in and outside of the home Education v Having valued social roles and feeling valued by others v Employment and other meaningful activities (including leisure and advocacy activities) v Feeling that you belong ICI Hall 2009; Power 2013; Mc. Conkey and Collins, 2010 a GRC Global Resource Center on Inclusive Education

What Do We Mean by Social Inclusion? • Cobigo, V. , Ouellette-Kuntz, H. , Lysaght, R. , & Martin, L. (2012) defined social inclusion as a person – having a. GRC sense belonging a social Globalof Resource Center on in Inclusive network. Education within which ICI they receive and contribute support; – experiencing a valued social role, and – being trusted to perform that social role in the community GRC Global Resource Center on Inclusive Education

Social/Community Inclusion • Being part of your community rather than just living in the community i. e. , Living a life that has meaning GRC Global Resource Center on Inclusive Education ICI GRC Global Resource Center on Inclusive Education

Beneficiaries of Social/Community Inclusion • Most often, the beneficiary is the person with an intellectual and developmental disability. BUT… • Beneficiaries may also include Global Resource Center on Inclusive – People with. GRC intellectual and Education ICI developmental disabilities as a group and – Members of society more broadly. GRC Global Resource Center on Inclusive Education

Social Inclusion Outcomes • People with IDD continue to experience high rates of social isolation (Bigby, 2008; Forrester. Jones et al. , 2006; Milner & Kelly 2009; Robertson et al. , 2001) GRC Global Resource Center on Inclusive • Their social. Education networks ICIare: – Smaller – Less diverse, and – Composed mainly of family members and professionals (Lippold & Burns, 2009). GRC Global Resource Center on Inclusive Education

Self-Determination: An Operational Definition Self-determination refers to individuals exercising the degree of personal control/causal over their lives that they GRC agency Global Resource Center on Inclusive desire within those. ICI areas of life that are Education important to them. Abery & Stancliffe (2003) GRC Global Resource Center on Inclusive Education

Self-Determination & Personal Control How are they are different? • Shared Control – Most individuals do not desire to have complete control but wish to share it in some areas with trusted others. • Ceding Control to Others GRC Global Resource Center on Inclusive – In some areas of life a person may not particularly value having control and voluntarily cede it to others. Education – In other areas they may voluntarily cede control because they do not have the skills to make informed decisions ICI • Individual Differences/Change Across Time – Areas of life over which personal control is valued are different for each person and typically change over time. GRC Global Resource Center on Inclusive Education

What is Self-Determination? • Control over day-to-day decisions – what to wear – what to eat – what time to go to bed GRC Global Resource Center on Inclusive • Control over long-term decisions Education ICI – where and with whom to live – where to work – What type of work to do GRC Global Resource Center on Inclusive Education

Tripartite Model of Self-Determination Importance GRC Desired Degree Global Resource Center on Inclusive of Control Education ICI Exercise of Control Changes over TIME GRC Global Resource Center on Inclusive Education

1 2 Self-Determination Competencies Persons with Intellectual Disabilities Skills Attitudes/Beliefs Goal Setting Choice/Decision-Making Problem-Solving Self-Regulation Communication Social Independent Living GRC Internal Locus of Control Self-Esteem/Acceptance Sense of Self-Efficacy Determination Feeling Valued by Others Global Resource Center on Inclusive Education ICI Self-Determination Competencies Knowledge Resources & the System Laws, Rights and Responsibilities Self-Awareness Preferences & Non-preferences Available Options GRC Global Resource Center on Inclusive Education

Self-Determination: An Ecological Process Macrosystem SELF-DETERMINATION Exosystem Family Mesosystem Microsystem Person GRC Global Resource Center on Inclusive Self-Determination Competencies Education • Skills ICI • Attitudes/Beliefs • Knowledge Mesosystem Exosystem Changes over Time School/Work Microsystem Exosystem Residential Microsystem Peer Group Mesosystem Exosystem Microsystem Desired Degree of Control Importance Exercise of Control

Research on Self-Determination • Children & youth with ID of all ages (as well as adults with ID) experience fewer opportunities for SD than their same age peers with other disabilities and their peers without disabilities GRC with Global. ID Resource Inclusive • Children & youth of all. Center ageson(as well as adults with ID) experience Education lower ICI levels of SD than their same age peers with other disabilities and their peers without disabilities • Opportunities for SD as well as levels of SD among children and youth tend to be similar across siblings with and without disabilities GRC Global Resource Center on Inclusive Education

What Does the Research Say • Higher levels of SD have been associated with… – Higher levels of quality of Life – Greater social inclusion v v v Greater involvement in community activities GRC Global Resource Center on Inclusive More likely to have friends More likely to have supportive social network (social capital) Education ICI – More positive work outcomes v v More likely to be employed More likely to find employment in inclusive setting More likely to have benefits with job More likely to be satisfied with employment GRC Global Resource Center on Inclusive Education

What Does the Research Say • Better academic outcomes – Higher probability of finishing school – Greater likelihood of being successful in inclusive settings GRC Global Resource Center on Inclusive – More likely to be successful academically Education ICI GRC Global Resource Center on Inclusive Education

Self-Determination • http: //www. selfadvocacyonline. org/stories/? story =N 6 RD 5 lmgyxs • http: //www. selfadvocacyonline. org/stories/? story =zd Anid 3 k. C 2 w GRC Global Resource Center on Inclusive Education ICI GRC Global Resource Center on Inclusive Education

Social Inclusion, Self-Determination & Service Models • Increased social inclusion and selfdetermination are unlikely to occur when supports provided via a Medical Model with a focus on deficits and defects GRC Globalfocuses Resource Center Inclusive • Supports Framework moreonon the capacities, and gifts of. ICI persons with Education disability – Disability as diversity – Focus on supports rather than disability related challenges GRC Global Resource Center on Inclusive Education

Supporting Social Inclusion & Self-Determination • Social inclusion and Self-determination do not happen automatically (at least at this point) • Efforts to support these outcomes must be intentional • As people with intellectual disabilities move GRC Globalcommunity Resource Centersettings on Inclusivewe from larger to smaller must also be. Education careful to ICIavoid creating a situation in which individuals experience: – Greater isolation and loneliness; – Less choice in their social relationships than they already experience – Lower levels of self-determination due to lack of access & lack of support GRC Global Resource Center on Inclusive Education

Supporting Self-Determination & Social Inclusion • Many keys to supporting positive outcomes in these areas including – Foster the development of social capital – Develop & support self-advocacy GRC Global Resource Center on Inclusive groups – Avoid being overprotective…”allow Education ICI people to fail” ( and learn from the experience) – Provide opportunities for choice and control on an ongoing basis – Identify and mentor community champions GRC Global Resource Center on Inclusive Education

Social Capital • The extent to which an individual is connected to others, e. g. friends, colleagues, etc. , and the level to which the relationships are reciprocal and based on mutual trust (Allik & Realo, 2004) • There are three types of resources that GRC Global Resource Center on Inclusive constitute social capital: Education ICItaking care of a – instrumental (help with pet) – emotional (talking about a problem with a friend) – informational (information about job openings) (Condeluci et al. , 2008) GRC Global Resource Center on Inclusive Education

Social Capital cont. • We can differentiate two types of social capital: – Bonding social capital refers to relationships with others who have similar psychosocial interests, GRCcharacteristics, Global Resource Center on Inclusive and engage in similar activities Education ICI – Bridging social capital is based on relationships with people who have different characteristics, skills, perspectives, and involvement in other activities (Walker et al. , 2011) GRC Global Resource Center on Inclusive Education

Social Capital Outcomes • Access to social capital has been linked to many benefits, including improved: – Health – Behavioral outcomes GRC Global Resource Center on Inclusive – Educational outcomes – Living situation Education ICI – Employment – Self-determination – Independence (Condeluci et al. , 2008) GRC Global Resource Center on Inclusive Education

GRC Global Resource Center on Inclusive Education ICI GRC Global Resource Center on Inclusive Education

A Final Thought GRC Global Resource Center on Inclusive Education ICI Frances Hodgson Burnett GRC Global Resource Center on Inclusive Education

University of Minnesota Institute on Community Integration (ICI) Global Resource Center on Inclusive Education (GRC) GRC Global Resource Center on Inclusive Education • Brian Abery, Ph. D. ICI E-mail: abery 001@umn. edu • Renáta Tichá, Ph. D. E-mail: tich 0018@umn. edu GRC Global Resource Center on Inclusive Education