Jan Nisbet Ph.D.

1
Future of UCEDDs

• Jan Nisbet Ph.D.
• Director, Institute on Disability
• University of New Hampshire
• June 1, 2009
• ADD TA Institute,
• Washington, D.C.

2
Expanding the Focus

• The Olmstead decision and Real Choices provide
  the foundation for a broader focus.
• UCEDDs 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.

3
Examples

• START 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.

4
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.

5
Moving Toward Integrated Systems
6
Other Levels of Integration
7
UCEDDs

• Can 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.

8
The Multi-Disciplinary UCEDD

• David T. Mitchell, Executive Director
• Institute on Disabilities
• Temple University

9
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

10
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

11
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)

12
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)