Contents

Director's Desk

Institute Overview

Areas of Emphasis Across Core Functions

Funding and Affiliations

Consumer Advisory Council

Projects and Programs

Productivity

Publications

Staff

Director
David M. Mank, Ph.D.

Editor
Joel F. Fosha

Editorial Assistance
Carol Ehrich
Becky Hudson

Graphic Design
Joel F. Fosha

This publication is available in alternative formats upon request

Director's Desk

Ten Years

Ten years ago today, in 1996, our world was a different place. If we took a snapshot of workplace technology ten years ago, for example, we would see:

E-mail was unsophisticated. Some of us were printing out e-mails in order to read them, and few of us had e-mail at home. We wondered about the meaning and purpose of something called Microsoft Office.

Few of us had cell phones and even fewer used a Personal Digital Assistant (PDA). Two-way video was something done mostly by TV stations.

A snapshot of developmental disabilities services ten years ago shows:

Indiana had three state institutions for people with the label of developmental disabilities, home to more than 1,000 people.

Self-Advocates of Indiana existed and was not yet a force in Indiana policy circles. A report on the full inclusion of people with disabilities in classrooms was controversial.

Dr. Henry Schroeder was the Director of the Indiana Institute on Disability and Community, then called the Institute for the Study of Developmental Disabilities. I was a faculty member at the University of Oregon.

Today, in 2006, our world is a little different. A snapshot of the technology we use today would show:

We live by e-mail at work and at home for information and connection to each other. Microsoft Office integrates the multiple software tools we use regularly.

Cell phones are everywhere. PDAs have been replaced by multitasking devices that provide e-mail, phone service, organizers, and electronic games in one compact unit.

Looking at developmental disabilities services today, we now see:

Indiana has one state institution for people with developmental disabilities, with fewer than 120 souls living there, and it is set to close in 2007 as people move into houses and apartments in chosen communities.

Self-Advocates of Indiana (SAI) is a not- for-profit corporation and is a force in communities and in policymaking in Indiana.

Inclusion in child care settings, classrooms, the workplace, and neighborhoods and communities is now an expectation well beyond just a possibility. There is a frame-work in place for person-centered planning, person-centered services, and money following individuals for supports and services.

And, sadly, Dr. Henry Schroeder is no longer with us. He died in November 2005. We miss him. He was Director of this Institute for 25 years. Dr. Schroeder, Henry, Hank, as some called him, spent a lifetime creating and shaping this Institute and its contributions. We carry his memory and his purpose proudly as we continue to move into the future supporting the dreams of people with disabilities and their families, and their communities. Thanks, Henry. Thanks so much.

This autumn of 2006 means I have been the Director of the Indiana Institute on Disability and Community for a decade. It is a special privilege. We are committed to working with communities to welcome, value, and support the meaningful participation of people of all ages and abilities through research, education, and service. This annual report chronicles our work of 2005-2006 and carries into the future. We are proud of our accomplishments; at the same time, we are humbled and concerned by the dreams and daily needs of people with disabilities that remain unmet.

We are in solidarity with you to build community and promote systemic changes to ensure that everyone is welcome in our communities in the great place called Indiana.

In Tribute... Milestones 1970-1997

Dr. Henry Schroeder, Ed.D., passed away on Wednesday, November 30, 2005. Dr. Schroeder was appointed Acting Director of Indiana University's new Developmental Training Center in 1970 and became the permanent Director in 1972. He served in that capacity until his retirement from Indiana University in 1997. Under Henry's leadership, the Developmental Training Center – renamed the Institute for the Study of Developmental Disabilities in 1999 – grew and developed a national reputation as a life span research and training Institute focused on individuals with disabilities and their families. Now, as the Indiana Institute on Disability and Community, the foundation of the Institute's current direction lies in its history. In Tribute…Milestones 1970-1997 provides a window to view the contributions of Dr. Henry Schroeder as they relate to Hoosiers with disabilities – past, present, and future.

The 1970s

The primary focus of the Indiana Institute in 1971 was to address the need for assessment and the case management of children with developmental disabilities.

The Institute, in 1973, developed a deinstitutionalization project in conjunction with the Indiana Department of Mental Health and Muscatatuck State Hospital to move adults with severe disabilities to community settings. This project was the forerunner of today's community inclusion efforts in Indiana.

In the summer of 1975, the Indiana Home Teaching System (IHTS) was developed to provide a comprehensive model for the assessment and delivery of educational interventions to preschool children with disabilities in the home. This program design was disseminated in Region V, which included Indiana, Illinois, Wisconsin, Minnesota, Michigan, and Ohio.

Training materials for classroom paraprofessionals were developed by the Institute in 1978. ASSIST: Associate Instructional Support for Teachers provided training and skill building for those who worked as instructional associates in special education classrooms throughout Indiana. ASSIST was sponsored by the U.S. Department of Education and the Indiana Department of Education, Division of Special Education.

Institute Overview

Founded in 1970, the Indiana Institute on Disability and Community at Indiana University, Bloomington, Indiana's University Center for Excellence in Developmental Disabilities, is comprised of seven research and service centers dedicated to supporting meaningful participation in society by people of all ages and abilities. This is accomplished through:

Unique collaborations and partnerships;

Investments in new ideas and initiatives that encompass advocacy, civic involvement, community resources, employment, housing, prevention; and

Expansion of our university role through increased student involvement, university governance, and research activities.

Mission

The mission of the Indiana Institute on Disability and Community is to work with communities to welcome, value, and support the meaningful participation of people of all ages and abilities through research, education, and service.

“To work with communities”

The Institute collaborates with community agencies, schools, advocacy organizations, government, institutions of higher education, and other community partners to effect improvements in quality of life.

“to welcome, value, and support the meaningful participation of people of all ages and abilities”

This is the core of our mission. It defines outcomes for diverse individuals, including people with disabilities, in all life spaces: schools, employment, home, and community settings.

“through research, education, and service.”

Research means investigation and inquiry into ideas and practices in order to develop knowledge that will benefit people of all ages and abilities.

Education means teaching approaches, concepts, and new knowledge to students and community members in schools, institutions of higher education, and in community settings.

Service means putting research and new knowledge into practice in educational and community settings. Service means collaborations and partnerships to promote inclusive communities. Services means participation in local, state, national, international and higher education committees, councils, and association activities and governance.

Areas of Emphasis Across Core Functions

To sustain collaborative linkages between its seven Centers and key stakeholders in Indiana, the Institute builds community capacity through a set of goals and objectives around five areas of emphasis. These areas of emphasis are implemented through interdisciplinary activities and core functions.

Areas of Emphasis

Early Intervention and Child Care
Inclusive Education and Transition
Employment
Community Living
Community Supports

Core Functions

Interdisciplinary Preservice Training
Basic or Applied Research
Training or Technical Assistance
Information Dissemination

Funding and Affiliations

The Indiana Institute on Disability and Community pursues its mission with support from Indiana University in the form of capital and noncapital assets, federal resources, state grants, and foundation monies. The Institute reports to the Vice Provost for Research and the Trustees of Indiana University.

Federal

Social Security Administration
U.S. Department of Health and Human Services

State

Generated income
State of Indiana

Other Sources

Autism Advocates of Indiana, Inc.
Community Foundation of Monroe County
Indiana Parent Information Network
Indiana University : New Perspectives Project
University of Connecticut
University of Illinois at Chicago

State Grants and Contracts

Americorp
Child Care Health Consultant Services
Indiana Department of Education
Indiana Family and Social Services Administration
Indiana Family and Social Services Administration, Division of Disability, Aging, and Rehabilitative Services
Indiana Protection and Advocacy Services
Indiana State Department of Health
Vocational Rehabilitation Services

University Support

Capital and Non-Capital Assets
Association of University Centers on Disabilities

Nationally, the Institute has been active member of the Association of University Centers on Disabilities (AUCD) since 1970. AUCD is a membership organization comprised of university-based entities that advance policy and practice for, and with, people living with developmental and other disabilities, their families, and the professionals who serve them. Funded by the U.S. Department of Health and Human Services' Administration on Developmental Disabilities (ADD), AUCD members engage in research, education, and service that further independence, productivity, and a satisfying quality of life.

 Indiana's Developmental Disabilities Network

The Indiana Institute, Indiana's University Center for Excellence in Developmental Disabilities, partners with Indiana's Governor's Council for People with Disabilities and the Indiana Protection and Advocacy Services to ensure that individuals with developmental disabilities and their families participate in the design of, and have access to, culturally competent services, supports, and other assistance and opportunities that promote independence, productivity, integration, and inclusion into the community. Each of these organizations receives funding through the Administration on Developmental Disabilities.

Last year, this partnership worked together to co-sponsor the Indiana Self-Advocates Conference held in Columbus, Indiana, implemented a consumer-based “Building Leadership” series designed for self-advocates, collaborated in a systems change project focusing on Indiana Partners in Justice for Criminal Justice, disseminated a state-wide disability survey assessing state priorities for Indiana's State Disability Plan, and co-sponsored Indiana's Annual ADA celebration.

Consumer Advisory Council

The Indiana Institute's Consumer Advisory Council consists of people with disabilities, family members, various state partners, and Institute faculty and staff. The role of the Council is to assist staff at the Institute to plan for the future, consider issues on the horizon, and promote dialog regarding the role of the Institute in promoting full community participation of people with disabilities across the life span. The Council meets three times a year and is currently engaged in the development of the Institute's priorities in preparation of the Administration on Developmental Disabilities' five-year plan.

Projects and Programs

The Early Childhood Center works to link research and practice in advancing the field of early education. Its current focus is the universal design of early education that helps all children and families enter school successfully.

The Early Childhood Meeting Place website reflects a collaborative effort to post, in one central location, all events, research activities, and professional development initiatives that exist in the early childhood field in Indiana. Efforts are underway to expand the website to include information regarding services and supports for families of young children.

Healthy Child Care Indiana is a partnership with over 15 organizations working to ensure the availability of safe, healthy, and developmentally appropriate child care for all children in Indiana through professional development activities, the maintenance of a statewide child care health consultant project, and the infusion of national health and safety standards in early care and education rules and regulations.

The Healthy Indiana Child Care Health Consultant Program increases the level of health and safety in out-of-home child care settings across Indiana through technical assistance and training for child care providers. Collaboration with state, regional, and local organizations and agencies providing services to providers of child care facilitates the provision of services to the child care field. The documentation and analysis of requests from child care providers for health and safety technical assistance and training and the provision of services are major components of this program.

The Unified Training System provides a mechanism for the Family and Social Services Administration (FSSA), Division of Family and Children (DFC), Bureau of Child Development (BCD), First Steps and the Department of Education (DOE), Division of Exceptional Learners to coordinate training efforts into a comprehensive system of technical assistance for families and providers supporting children with special needs.

The Center on Education and Lifelong Learning collaborates with schools and communities to welcome, include, educate, and support all learners. Assistance is provided to schools on leadership, curriculum, instruction, positive behavior supports, and family participation.

Monroe County CAPE establishes initiatives within Monroe County design ed to ensure that children enter school ready to learn, stay in school, and graduate with the skill to assume a job or to pursue further education, and acquire the life skills and dispositions to be life long learners and good citizens.

National Research and Training Center on Service Coordination collaborates with the University of Connecticut to develop and implement a learning communities model for providing in-service training to First Steps service coordinators, family members, and other early intervention service providers, and program administrators.

Service Learning Initiative provides training, technical assistance, and consultation to Learn and Serve and Homeland Security K-12 schools in Indiana and supports transition of sustainability plans for three STAR schools.

State Improvement Grant supports the Indiana Department of Education's effort to improve the educational results and outcomes for students with and without disabilities. Areas of focus include the utilization of a comprehensive conceptual framework to guide systematic school improvement, unify systems of equity and excellence, collaborate with multiple partners to extend and enhance results, sustain school change through a participatory approach, and focus project outcomes at the local and state level.

The Center on Community Living and Careers promotes community supports on organizational change for adults with disabilities. The Center's focus includes improving transition and adult services through person-directed planning, community living, home ownership, employment, organizational change, and career development.

The Benefits Information Network (BIN) expands current outreach and education on federal and state benefits and work incentives programs through increased employment outcomes for persons with developmental disabilities.

Indiana Works Benefits Planning, Assistance, and Outreach Program for Southern Indiana supports five benefits specialists, serving southern Indiana, to provide benefits planning, assistance, and outreach to increase the number of beneficiaries and recipients who return to work and achieve self-sufficiency.

Vocational Rehabilitation Services Consultant Agreement provides support to Vocational Rehabilitation Programs to develop and enhance community-based employment services for persons with developmental disabilities including transition (school-to-work) services, training, and policy support.

In Tribute... Milestones 1970-1997

The 1980s

In its second decade, the Indiana Institute began to focus on new program development and systems change. While the developmental disabilities field as a whole shifted away from institutionalization, an emphasis on community membership across the life span emerged in the Institute's philosophy and work.

In 1985, the Indiana Institute again collaborated with the Indiana Department of Education, Division of Special Education to move secondary students with substantial disabilities into least restrictive environments. Starting with the publication of a position paper, A New Future for Children with Substantial Handicaps: The Second Wave of Least Restrictive Environment, the Institute assist ed the Division in refocusing public school special education programs to emphasize integrated classes, functional curricula, and community-based training experiences for these students.

By the end of the 1980s, the Indiana Institute was playing a leadership role in the development of peer tutor programs throughout the state and stimulated consideration of special education restructuring in the context of general education reform. As the number of integrated programs for students with disabilities increased throughout Indiana, in 1989 the Indiana Institute on Disability and Community played an integral part in the development of a higher education consortium designed to infuse information about least restrictive environment into teacher training programs. These training programs were developed to include instruction for the advocacy and implementation of best educational practices in public school classrooms serving students with severe disabilities.

In 1989, the Indiana Governor's Council for People with Disabilities (GPC) asked the Institute to conduct a Consumer Satisfaction Survey and to facilitate development of Indiana's 1990 Report to Congress.

The Center on Aging and Community facilitates self-determination and social integration of aging adults with disabilities through participatory research, planning, and advocacy. The Center develops and disseminates information and provides training and technical assistance on self-advocacy, empowerment, adaptive housing, and the creation of communities for all ages.

Empowerment through Knowledge/Building Leadership Series utilizes the Indiana Developmental Disabilities Network to develop, pilot, and disseminate a state-wide leadership program for individuals with developmental disabilities focusing on person-centered planning, choice, and self-determination and self-advocacy.

Indiana Partnership for Life Span Communities creates a comprehensive, collaborative, and data-driven initiative to create a state plan on aging that will test the effectiveness of the AdvantAge Initiative planning model statewide and explore the potential application of the plan nationally.

Putting Memory in Place Project supports an interdisciplinary conference and working retreat with a focus on the relationships between memory and place and the potential use of new information technologies to enable citizens to associate memory with lost places as an aid to community and futures planning.

The Center for Disability Information and Referral specializes in library and information referral services for those seeking disability-related information. Technical assistance is available on information technology and on services across the life span.

An extensive Reference Collection comprised of electronic and print materials is available to assist in the Institute's response to requests for disability-related information. Resources can be accessed by Indiana residents in person, via a toll-free 1-800 number, electronically through e-mail, and by text telephone (TTY).

The Center for Planning and Policy Studies assists local and statewide organizations in gathering information and evaluating current policies and practices in order to enhance the inclusion and support of people with disabilities in community life. The Center focuses on public policy, strategic planning and evaluation, especially in facilitating citizen involvement in the decision-making process.

The Accessible Information Technology Project, funded by the Great Lakes Center and the National Institute on Disability and Rehabilitation Research (NIDRR), provides training, technical assistance, and policy research designed to promote the use of accessible education-related information technology to Indiana's institutions of higher education and other identified post-secondary systems.

The Indiana Institute serves as the designated fiscal agent for ADA-Indiana, one of six state steering committees funded by the Great Lakes ADA and Accessible IT Centers (DBTAC) and National Institute on Disability and Rehabilitation Research (NIDRR). Additionally, ADA-Indiana provides training and information resources to promote the implementation of the Americans with Disabilities Act (ADA).

IPAS Client Outcomes Interviews provides for a year-long series of interviews of former service recipients of Indiana's Protection and Advocacy Services to identify levels of consumer satisfaction with agency services.

The Indiana Resource Center for Autism conducts outreach training and consultations, engages in research, and develops and disseminates information on behalf of individuals across the autism spectrum, including autism, Asperger's syndrome, and other pervasive developmental disorders. Efforts are focused on providing communities, organizations, agencies, and families with the knowledge and skills to support children and adults in typical early intervention, school, community, work, and home settings.

The Autism Advocates of Indiana Project trains law enforcement personnel, firefighters, and EMTs to recognize the characteristics of autism spectrum disorders in critical situations and react accordingly as well as providing training its to school-based autism leaders and parent group leaders to train responders in their local communities.

The Autism Training Project provides persons with autism spectrum disorders and their families with module development, training, and materials dissemination designed to increase their knowledge base pertaining to autism spectrum disorders and address needs related to daily life.

Productivity

Interdisciplinary Training

The faculty and staff of the Indiana Institute educate and train the next generation of leaders in disability-related research, training, service delivery, and policy advocacy.

In 2005-2006, the Indiana Institute's Interdisciplinary Training Program supported 27 undergraduate and graduate students representing 12 disciplines across the seven Centers.

Additionally, 10 Institute faculty and staff provided academic advisement to 29 Masters and Doctoral level students last year. Moreover, course instruction was provided to 793 Indiana University students through 34 individual courses generating 2,363 credit hours. Discipline areas include:

Anthropology
Educational Psychology
Elementary Education
Library and Information Science
Special Education
Research

The Institute's work in the areas of basic or applied research, evaluation, and public policy analysis is predicated around its five areas of emphasis (early intervention and child care, inclusive education and transition, employment, community living/residential, and community supports) that affect persons with disabilities and their families. In 2005-06, the Indiana Institute engaged in 29 research projects.

Training or Technical Assistance

The Indiana Institute's seven research and service Centers sponsor a myriad of training events annually that include conferences, workshops, summer institutes, distance education classes, and seminars that target a wide range of topics and participants. Activities pertaining to needs assessments, grant requirements, requests from the field, and training evaluations guide presentations of best practices in disability. Last year, Institute faculty and staff conducted 1,123 events that reached over 50,000 persons with disabilities, family members, and professionals.

Building community across the life span is the focus of the Indiana Institute's technical assistance activities. These activities are more intensive problem-solving responses to identified needs. In 2005-2006, over 1,100 hours of technical assistance were provided across Indiana.

Dissemination

The Indiana Institute disseminates information and the results of research through internal and external publications that include refereed and nonrefereed journal articles, books, conference proceedings, technical reports, media products, and newsletters and other print and nonprint materials. In 2005-2006, over 416,000 copies of products by the Institute's seven Centers were disseminated.

In Tribute... Milestones 1970-1997

The 1990s

In the 1990s, with ongoing support from the state and continued grant acquisitions at the state and federal levels, the Indiana Institute on Disability and Community has built upon its past experiences and relationships to be a valued participant in the movement toward creating inclusive communities for persons with disabilities throughout the state of Indiana and the nation.

Project CONNECT was establish ed in 1992 to take a systems-change approach to restructuring services for students with severe emotional disorders (SED). Project CONNECT combined interagency collaboration, parent involvement, and modified existing services with less restrictive alternatives and effective programming in school and community settings to develop an effective, needs-based continuum of services for students with emotional and behavioral problems.

A collaborative effort in 1992 between the Indiana Institute and the Family and Social Services Administration, Division of Disability, Aging, and Rehabilitative Services continued the tradition of Indiana University and the Institute's 30-year history of interagency collaboration. This collaborative link initiated a systems-wide approach to improve the quality and availability of supported employment services to persons with disabilities.

In 1992, the Indiana Institute took on another initiative for systems change, this time in the arena of services to adults with severe disabilities. Through a collaborative effort with the Indiana Division on Disability, Aging, and Rehabilitative Services and the U.S. Department of Education, the Indiana Employment Initiative (IEI) began working to effect broad improvements in the quality and availability of a program to enhance the employment outcomes of people with severe disabilities of all types in support ed employment. The Institute assisted in moving the state of Indiana from initial implementation of supported employment to a position of leadership. As a result, in 1995 and 1998, the Division of Disability, Aging, and Rehabilitative Services renewed its partnership with the Institute. By working with the state and local communities, competitive employment is now a reality for over 4,500 Hoosiers with severe disabilities.

Continued ...

The Institute's library contains over 12,000 holdings related to disability. Services are provided to family members, persons with disabilities, professionals, and students across the state of Indiana. Resources are available via the World Wide Web through the Indiana University library system. Since the Institute's library holdings went on-line in 2004, staff have seen a 30% increase in circulation. Additionally, approximately 25% of visits to the Center for Disability Information and Referral's web site are from outside the United States.

The Indiana Institute on Disability and Community supports a comprehensive World Wide Web site that encompasses the work of the Institute's seven Centers. Last year, an average of 3,000 visits per day and over 1,000,000 visits for the year were logged. Over 83% of visits over the course of last year were by individuals in the United States. International visits make up almost 17% of the Institute's Web traffic. Persons interested in Institute training activities have access to an on-line Events Calendar that provides event descriptions and registration information.

Finally, the Institute's community capacity initiatives are furthered through the use of an interactive distance learning infrastructure that utilizes the Indiana Higher Education Telecommunications System (IHETS), Indiana University 's Virtual Indiana Classroom (VIC) System, a Polycom video conference system, and wireless technology.

Publications

Refereed Journal Articles

Bruder, M., Harbin , G., Whitbread, K., Conn-Powers, M., Roberts, R., Van Buren, M., Dunst, C., Mazzarella, C., & Gabbard, G. (2005). Outcomes of service coordination: An evidence-based model for research and practices. Topics in Early Childhood Special Education, 25, 177-188.

Chapman, C., & Flinders , D. (2006). Systematic changes in teacher education. Tech Trends, 50(2), 54-55.

Hume, K., Bellini, S., & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25, 195-207.

Stafford, P. B. (2005). Creating life span communities. Public Policy & Aging Report, 15(4), 8-12.

Stafford, P. B. (2006). A convergence of positive forces. Anthropology and Aging Quarterly, 27(2).

Banks, B., Novak, J., Mank, D., & Grossi, T. (2005). Disclosure of a psychiatric disability in support ed employment: An exploratory study. Manuscript submitted for publication.

Banks, B., Yovanoff, P., Grossi, T., & Mank, D. (in progress). Job adjustment and natural supports. Manuscript in preparation.

Bellini, S. (in press). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children.

Bellini, S., Akullian, J., & Hopf, A. (in press). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review.

Bellini, S., Peters , J., Benner, L., & Akullian, J. (in progress). Social skills training for students with autism spectrum disorders: A meta-analysis. Manuscript in preparation.

Bellini, S., Henry, D., Pratt, C., & Dubie, M. (in progress). Autism team training: A model for professional development and program evaluation. Manuscript in preparation.

Conn-Powers, M., Cross, A. F., Traub, E., & Hutter-Pishgahi, L. (in press). The universal design of early education: Moving forward for all children. Young Children.

Grossi, T., Jenaro Rio, C., Mank, D., & Banks, B. (in progress). Natural supports and brain injuries. Manuscript in preparation.

Kim, J. & Mank, D. (in progress). Parent and teacher perspectives in community-based work training for secondary students with intellectual disabilities in South Korea. Manuscript in preparation.

Migliore, A., McAnaney, D. F., & Mank, D. (2005). Quality indicators in programs for job seekers with disabilities. Manuscript submitted for publication.

Books and Book Chapters

Wehman, P., Mank, D., Rogan, P., Luna, J., Kregel, J., Kiernan, W., Griffin , C., & Thoma, C. (2005). Employment and productive life roles. In K. C. Lakin & Turnbull (Eds.), National goals & research for people with intellectual and developmental disabilities (pp. 149-178). Washington, DC: American Association on Mental Retardation.

Bellini, S. (in press). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger Publishing.

Bellini, S. & Akullian, J. (in press). Video modeling and video self-modeling. In B.S. Myles, T.C. Swanson, & J. Holverstott (Eds.), Autism spectrum disorders: An encyclopedia for parents and educators. Westport, CT: Greenwood Publishing.

Bellini, S. (in press). The autism social skills profile manual. Shawnee Mission, KS: Autism Asperger Publishing.

Mank, D. M. (in press). Employment. In S. L. Odom, R. H. Horner, M. Snell, & J. Blacher (Eds.), Handbook on developmental disabilities. New York : Gilford Press.

Pratt, C. (in progress). Decreasing problematic behaviors. In P. Wolfberfg and K. Dunn Buron (Eds.), Educating learners on the autism spectrum: Translating theory into meaningful practice.

Stafford , P. B. (in progress). Elder-friendly community planning: Community participation tools.

In Tribute... Milestones 1970-1997

The 1990s 

Also in 1995, as a follow up to the first position paper written in 1985, A New Future for Children with Substantial Handicaps: The Second Wave of Least Restrictive Environment, a group of understanding, accomplished , and experienced people from across Indiana gathered to discuss the restructuring of special education in Indiana. The discussion evolved into a discourse focused on restructuring education to meet the needs of all students. A second position paper was designed and developed from the discussions of this “think tank.”

The document, R ed esigning Special Education Services for All Students: The Indiana Agenda, was intended to generate discussion and promote consensus building among practitioners, communities, and decision makers on how best to meet the needs of ALL Hoosier school students. The document includes four sections: Context for Change, Perception of Difference: “General” vs. “Special” Education, The Vision: Redesigned Schools and The Five Goals: Barriers and Bridges. During the summer and fall of 1997, copies of the “Redesigning” document were mailed to educators and parents throughout Indiana. A long with the document, a questionnaire was mailed, requesting readers to respond to the various aspects of the document. Over 400 questionnaires were returned. The reactions and feed back to the document were overwhelmingly positive.

These two position papers have become the framework from which the Institute continues to provide technical assistance and support to Indiana schools. The school initiatives are designed to work at the local school site level, facilitating the development of best practice and school improvement that is generated from teachers, administrators, and parents within the local school.

Effecting change in the context of the broader community has evolved over time in the work of the Indiana Institute. As Helen Keller once said, “To keep our faces toward change, and behave like free spirits in the presence of fate, is strength undefeatable.” Thus, the collective vision and mission of the Indiana Institute embraces change by working with communities to welcome, value, and support the meaningful participation of people of all ages and abilities through research, education, and service. Thanks, Henry. Thanks so much.

Todd, J., Harlan-Simmons, J., & Walker, P. (in progress). Meaningful daytimes for older people with disabilities (tentative title). In P. Rogan & P. Walker (Eds.), Toward meaningful daytimes (tentative title). Baltimore, MD: Paul H. Brookes.

Vicker, B. (in press). Sharing information about your child with autism spectrum disorder. Shawnee Mission, KS: Autism Asperger Publishing.

Technical Reports and Nonrefere ed Journal Articles

Ansaldo, J. (2006). Smaller learning communities evaluation: Bartholomew County Schools. Bloomington, IN: Indiana Institute on Disability and Community.

Ansaldo, J. (2006). Smaller learning communities evaluation: Goshen Schools. Bloomington, IN: Indiana Institute on Disability and Community.

Banks, B., & Grossi, T. (2005). An assessment of personal assistance services in Indiana. Bloomington, IN: Indiana Institute on Disability and Community.

Caldwell, J., Hauss, S., Richins, G., & Stark. B. (2006). Consumer advisory committees: Recommendations for meaningful participation of individuals with disabilities and families. Silver Spring, MD: Association of University Centers on Disabilities.

Cole, S., & Grossi, T. (2006). Program evaluation: Special education. Upper Dublin, PA: Upper Dublin School Corporation.

Conn-Powers, M. & Dixon, S. (2005). Evaluation of Indiana's First Steps Early Intervention System: Annual report of the Outcomes Evaluation Project of Indiana's First Steps Early Intervention System. Bloomington, IN: Indiana Institute on Disability and Community.

Fosha, J. F. (2005). Annual report: 2004-2005. Bloomington, IN: Indiana Institute on Disability and Community.

Grossi, T. A., Mank, D., Migliore, A., Pitts, S., & Schaaf, L. (2005). Surveys of families of former residents of Muscatatuck State Developmental Center from 2001, 2002, and 2003. Bloomington, IN: Indiana Institute on Disability and Community.

Harlan-Simmons, J. (2006). Resources on arts-relat ed work and disabilities for people in Indiana. Bloomington, IN: Indiana Institute on Disability and Community.

Hutter-Pishgahi, L. (2006). Module and course development grant report, part 2. Bloomington, IN: Indiana Institute on Disability and Community.

Hutter-Pishgahi, L. & Cross, A. F. (2006). Module and course development grant report, part 1. Bloomington, IN: Indiana Institute on Disability and Community.

McMullen, M., & Dixon , S. (2006). Research in review: Building on common ground: Unifying practices with infant/toddler specialists through a mindful, relationship-based approach. Young Children, 61(3), 46-53.

Mank, D. M. (2005). Quality assurance in disability services. Bloomington, IN: Indiana Institute on Disability and Community.

Pappas, V., Chait, J., Todd, J., & Norris, M. (2005). Indiana Protection and Advocacy Services customer outcomes interview project: Report of findings. Bloomington, IN: Institute on Disability and Community.

Pratt, C. (2005). Annual report: Indiana Resource Center for Autism. Bloomington, IN: Indiana Institute on Disability and Community.

Technical Reports and Nonrefere ed Journal Articles (in progress, submitt ed , or in press)

Hume, K., Pratt, C., & Bellini, S. (2005). Early intervention for young children on the autism spectrum: Parent's perspective. Report submitted to the Indiana Department of Education.

Media Products

Beard, C. (2006). Early Childhood Center family information [website]. http://www.iidc.indiana.edu/ecc/familyinfo.htm

Beard, C., Conn-Powers, M., & Ehrich, C. (2006). Early Childhood Meeting Place : Family information & resources [website]. http://earlychildhoodmeetingplace.indiana.edu/modules/news/family_resources.htm?-session=user:42F948E60f4f234480HSY40CC14C

Cole, P., et al. (2006). IN Child Care Health Consultant Program [website]. http://www.iu.edu/~cchealth/

Cross, A. F. (2005). Reaching ALL children [learning module]. Bloomington, IN: Indiana Institute on Disability and Community.

Ehrich, C. et. al. (2005). Early Childhood Center [website]. http://www.iidc.indiana/edu/ecc

Ehrich, C., Beard, C., & Conn-Powers, M. (2006). Early childhood meeting place [website]. Bloomington, IN: Indiana Institute on Disability and Community. http://earlychildhoodmeetingplace.indiana.edu

Fosha, J. F. (2006). Indiana Institute on Disability and Community home pages. Bloomington, IN: Indiana Institute on Disability and Community. http://www.iidc.indiana.edu

Fosha, J. F. (2006). IIDC events calendar. Bloomington, IN: Indiana Institute on Disability and Community. http://events.iidc.indiana.edu

Harlan-Simmons, J., & Stafford , P. B. (2005). Stories of the spirit [web exhibit]. Bloomington, IN: Indiana Institute on Disability and Community. http://www.bloomington.in.us/~mop-i/storiesofthespirit.html

Holtz, P., & Harlan-Simmons, J. (2006) Why self-advocacy is important [videorecording]. Bloomington, IN: Indiana Institute on Disability and Community.

Holtz, P., & Stafford, P. B. (2006). Memory of the fair [web exhibit]. Bloomington, IN: Indiana Institute on Disability and Community. http://www.bloomington.in.us/~mop-i/memoryofthefair.html

Horvath, B., & Ansaldo, J. (2005-2006). Kids count [website]. Bloomington, IN: Indiana Institute on Disability and Community. http://www.monroecountykidscount.org/

Hounshell, M., Hauss, S., & Soto, S. (2006) CeDIR [website]. Bloomington, IN: Indiana Institute on Disability and Community. http://www.iidc.indiana.edu/cedir

Hounshell, M., Pappas, V., & Hanks, K. (2006) Indiana AccessIT home page. Bloomington, IN: Indiana Institute on Disability and Community. http://www.iidc.indiana.edu/cedir/accessit

Hutter-Pishgahi, L. (2005). Welcoming ALL children [online course]. Bloomington, IN: Indiana Institute on Disability and Community. http://www.iidc.indiana.edu/ecc/documents/IHETSRegisForm_000.pdf

Schaaf, L. J. J., & Hartman, K. (2005). Positive behavior supports [videorecording]. Bloomington, IN: Indiana Institute on Disability and Community.

Schaaf, L. J. J. (2006). Dysphasia training [videorecording]. Bloomington, IN: Indiana Institute on Disability and Community.

Schaaf, L. J. J. (2006). Lessons in team process [videorecording]. Bloomington, IN: Indiana Institute on Disability and Community.

Schaaf, L. J. J. (2006). Vocational Rehabilitation Services audiology rules and procedures [videorecording]. Bloomington, IN: Indiana Institute on Disability and Community.

Stafford , P. B. (2006). Communities that sustain memory [slide presentation]. Bloomington, IN: Indiana Institute on Disability and Community.

Stafford , P. B., & Holtz, P. (2006). A place for all [slide presentation]. Bloomington, IN: Indiana Institute on Disability and Community.

Stafford , P., Holtz, P., & Harlan-Simmons, J. (2005). The memory of the fair [videorecording]. Bloomington, IN: Indiana Institute on Disability and Community.

Newsletters and Other Print Materials

Anderson, A. (2006, May). Indiana Child Care Health Consultant Program. Heart Beat Newsletter.

Anderson, A. (2006, July). Indiana Child Care Health Consultant Program. Heart Beat Newsletter.

Ansaldo, J. (2006). All children ready for school: Ready schools [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Banks, B. (2006). Building capacity and collaboration for benefits planning and assistance: The benefits information network pilot. The Advance, 17(1), 4-5.

Beard, C. (2006). All children ready for school: Ready families [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Beard, C. (2006). The case conference and individualiz ed ed ucation program [booklet]. Bloomington, IN: Institute on Disability and Community.

Bellini, S. (2005). Changing systems and changing lives through research. Reporter, 10, 5-6.

Bellini, S., Hume, K., & Pratt, C. (2006). Early intervention for young children on the autism spectrum: Parent's perspective. Reporter, 11, 1-18.

Cole, P. (2005, October 20). Parents speak up for safe child care. The Indianapolis Star, p. A13.

Cole, P. (2006). All children ready for school: Health the cornerstone of school readiness [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Cole, P., Ehrich, C., & Aurich, M. (2006). Child care health consultation manual. Bloomington, IN: Indiana Institute on Disability and Community.

Cole, S. (2005, August 1). Effects of poverty on special education. Indianapolis Star, p. A9.

Conn-Powers, M. (2006). All children ready for school: Approaches to learning [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Cross, A. F. (2006). All children ready for school: Cognition and general knowledge [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Davis, K. (2005, Summer). The challenge of combining competing input in the classroom. Reporter, 10(3), 12-14.

Davis, K. (2005, Fall). The challenge of combining competing input in the classroom. SESA (Special Education Service Agency) Alaska, 7(3), 4-6.

Davis, K. (2006, Winter). Aspects of support for learning. Reporter, 11(1), 9-11.

Davis, K. (2006, Spring). Advocates: Qualities to look for and choosing the correct one for you. Reporter, 11(2), 10-12.

Dixon, S. (2006). All children ready for school: Communication, language, and literacy [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Dubie, M. (2006). Hats off to MSD of Martinsville: Camp Discovery. Reporter, 11(1), 5.

Dubie, M. (2006). The “M” word. Reporter, 11(1), 12-14.

Dubie, M. (2006). Hats off to MSD Warren Township. Reporter, 11(2), 5.

Dubie, M., Ketzner, B., & Wheeler, M. (2006). Programs developing in Indiana to keep loved ones on the autism spectrum safe in homes and communities. Reporter, 11(3), 2-3.

Dubie, M. (2006). Hats off to… South Laporte County Special Education Cooperative and Autism Society of North Central Indiana. Reporter, 11(3), 4.

Ehrich, C. (2006). Early childhood meeting place: Did you know? [electronic newsletter]. Bloomington, IN: Indiana Institute on Disability and Community.

Ehrich, C., Traub, E., & Hutter-Pishgahi, L. (2006). Early Childhood Center program highlights [electronic newsletter]. Bloomington, IN: Indiana Institute on Disability and Community.

Fosha, J. F. (2005-2006). FYI [weekly newsletter]. Bloomington, IN: Indiana Institute on Disability and Community.

Hutter-Pishgahi, L. (2006). All children ready for school: Social-emotional development [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Mank, D., & Golden, T. (2005). The adequacy of incentives under the Ticket to Work Program. The Advance, APSE: The Network on Employment Newsletter, 16(2), 1, 8, 9.

Mooney, M., Holtz, P., & Todd, J. (2006). Choices: Making choices, rights and responsibilities [workbook]. Bloomington, IN: Indiana Institute on Disability and Community.

Patterson, D., & Havill, J. (2006). If I knew then what I know now [booklet]. Bloomington, IN: Indiana Institute on Disability and Community.

Pratt, C., & Wheeler, M. (2005). When your child is diagnos ed with an autism spectrum disorder [booklet]. Bloomington, IN: Indiana Institute on Disability and Community.

Pratt, C. (2005). Establishing long term goals: What are we hoping to achieve? Reporter, 10(3), 1-2.

Todd, J., Holtz, P., & Mooney, M. B. (2006). Self-advocacy/self-determination: What does this mean for me? [workbook]. Bloomington, IN: Indiana Institute on Disability and Community.

Todd, J., Holtz, P., & Mooney, M. B. (2006). Person-centered planning: What does this mean for me? [workbook]. Bloomington, IN: Indiana Institute on Disability and Community.

Traub, E. K. (2006). All children ready for school: Getting a good start with infants and toddlers [briefing paper]. Bloomington, IN: Indiana Institute on Disability and Community.

Vicker, B. (2005). Infusing language/communication instruction into the preschool classroom. Reporter, 10(3), 6-7, 10-11, 20.

Vicker, B. (2005). Is there a speech pathologist on your behavior support team? Reporter, 11(1), 6-7, 11.

Vicker, B. (2006). Opportunity to communicate: A crucial aspect of fostering communication development. Reporter, 11(3). 16-18.

Vicker, B. (2006). WH question comprehension & students with autism spectrum disorder. Perspective on School-Bas ed Issues, 7(1), 16-18.

Vicker, B. (in press). Advice from adults with ASD to teachers regarding literacy instruction. Reporter, 11(3).

Wheeler, M. (2006). Siblings perspectives: Some guidelines for parents. Reporter, 11(2), 13-15.

Wheeler, M. (2006). An introduction to possible biomedical causes and treatments for autism spectrum disorders. Reporter, 11(3), 5-8, 14.

Wheeler, M., & Becker, A. (2005). Respite provider agencies in Indiana. Bloomington, IN: Indiana Institute on Disability and Community. http://www.iidc.indiana.edu/ServArticles/respiteDir.html

Wheeler, M. (2006). Autism Society of America chapters and parent support groups in Indiana . Bloomington, IN: Indiana Institute on Disability and Community. http://www.iidc.indiana.edu/ServArticles/Chapters.html

Wheeler, M. (2006). Selected state resources for information, training, advocacy, and empowerment for persons with disabilities and their families. Bloomington, IN: Indiana Institute on Disability and Community. http://www.iidc.indiana.edu/ServArticles/resourcesta.html

Dissertations

Ansaldo, J. (in progress). Joining forces. Bloomington, IN: Indiana Institute on Disability and Community.

Chait, J. (in progress). Is there really a difference: The use of group decision Support technology in same sex and mix ed gender groups. Bloomington, IN: Indiana Institute on Disability and Community.

Held, M. (2006). Infusing self-determination into the curriculum for young adults with significant disabilities. Bloomington, IN: Indiana Institute on Disability and Community.

Kelly, M. (in progress). Self-authoring multimedia for youth: An examination of the impact of developing and using self-authored multimedia presentations to enhance self-determination skills of young adults with significant disabilities in IEP conferences. Bloomington, IN: Indiana Institute on Disability and Community.

Migliore, A. (2006). Individuals with disabilities and their families' choices about day services. Bloomington, IN: Indiana Institute on Disability and Community.

Staff

Akullian, Jennifer, B.S., Graduate Assistant, IRCA

Anderson, Amy, M.S., Regional Child Care Health Consultant, ECC

Ansaldo, Jim, M.A.T., Research Associate, IRCA

Aurich, Marianne, M.S., Regional Child Care Health Consultant, ECC

Banks, Becky, M.A., Research Associate, CCLC

Bates, Liza, M.A.E., Site Coordinator, INSIG

Beard, Cathy, Family Support Specialist, ECC

Beasley, Donna, Administrative Program Secretary, IRCA

Bellini, Scott, Ph.D., Assistant Center Director, IRCA

Blume, Cody, Program Assistant, CeDIR

Bodnar, Erica, Program Assistant, CeDIR

Bollinger, Brett, Ph.D., Co-Director, INSIG

Bowman, Cleta, Resource Manager, IRCA

Brown, AnnaLaura, Program Assistant, CeDIR

Buddle, Bonnie, M.S., Site Coordinator, INSIG

Chait, Jeffrey, M.A., Research Associate, CPPS

Chapman, Carrie, Ph.D., Visiting Lecturer, CELL

Cobb, Tara, Program Assistant, CPPS

Cole, Pat, M.S., Research Associate, ECC

Cole, Sandi, Ed.D., Center Director, CELL

Conn-Powers, Michael, Ph.D., Center Director, ECC

Copas, Sandra, Senior Financial Controls Monitor, Admin.

Cross, Alice, Frazeur, Ed.D., Research Associate, ECC

Davis, Kim, M.S., Research Associate, IRCA

Dixon , Sue, M.A., Program Trainer, ECC

Doyle, Kelly, B.S., Secretary/Receptionist, Admin.

Dubie, Melissa, M.A., Research Associate, IRCA

Dutkowski, Jackie, Administrative Program Secretary, ECC

Ehlers, Joe, Information Technology Manager, Admin.

Ehrich, Carol, Resource Manager, ECC

Figg, Harriet, Business Manager, Admin.

Fosha, Joel, B.S., Public Relations and Marketing, Admin.

Franklin, Mike, Program Assistant, ECC

Garcia-Harris, Carmen, M.S., Site Coordinator, INSIG

Gilbride, Margaret, J.D., Research Associate, CCLC

Grossi, Teresa, Ph.D., Center Director, CCLC

Hanks, Kristin, B.A., Graduate Assistant, CPPS

Harlan-Simmons, Jane, M.A., Research Associate, CAC

Hart, Cate, M.S., Research Associate, CELL

Hauss, Sharon, M.S., Family Support Specialist, CeDIR

Havill, Julie, B.A., Family Parent Coordinator, INSIG

Held, Mary, Ph.D., Research Associate, CCLC

Holtz, Peggy, M.A., Research Associate, CAC

Hopf, Andrea, B.A., Graduate Assistant, IRCA

Horvath , Barbara, M.Ed., Research Associate, CELL

Hounshell, Melanie, M.S., Library/M ed ia Specialist, CeDIR

Hudson, Becky, Secretary to the Director, Admin.

Hume, Kara, M.Ed., Graduate Assistant, IRCA

Hutter-Pishgahi, Lois, M.S., Research Associate, ECC

Johnson, Abby , Program Assistant, CeDIR

Ketzner, Brian, Research Associate, IRCA

Kirles, George, Program Assistant, ECC

Klingelhoefer, Terri, M.A., Database Coordinator, IRCA

Lampley, Leslie, M.B.A., Child Care Health Consultant, ECC

Louw, Julius, Program Assistant, Admin.

Lynch, Dory , M.L.S., Part-time Librarian, CeDIR

Mank, David, Ph.D., Director, Admin.

May, Stacey, Administrative Program Secretary, CPPS

McCorkle, Jim, Program Assistant, CCLC

McLean , Brenda, M.S., Graduate Assistant, CELL

McMullan, Brad, Program Assistant, Admin

Migloire, Alberto, M.Sc., Graduate Assistant, CCLC

Mink, Wendy, A.B.M., Regional Childcare Health Consultant, ECC

Mooney, Maribeth, B.A., Community Facilitator, CAC

Moore , Kay , Administrative Program Secretary, CELL

Morris on, Vickie, Administrative Program Secretary, Admin.

Nix, Mathew, Technical Support Coordinator, Admin.

Norris, Matthew, M.S.W., Research Associate, CPPS

Pappas, Vicki, Ph.D., Center Director, CPPS

Patterson, Dixie, Family/Parent Coordinator, CELL

Peters, Jessica, B.S., Graduate Assistant, CCLC

Pratt, Cathy, Ph.D., Center Director, IRCA

Rader, Sheryl, A.A.S.S., Administrative Program Secretary, CCLC

R ed man, Sheryl, Program Secretary, CCLC

Rheinlander, Robb, Technical Support, Admin.

Schaaf, Larry, M.S., Family/Parent Coordinator, CCLC

Shacklette, Jessie, M.S., Graduate Assistant, CPPS

Shepherd, Anita, Regional Child Care Health Consultant, ECC

Simpson, Kimberlee, B.A., Graduate Assistant, CELL

Soto, Sharon, Library Branch Coordinator, CeDIR

Stafford , Phil, Ph.D., Center Director, CAC

Stauffer, Jill, M.S., Regional Child Care Health Consultant, ECC

Sterling, Trina, B.A., Program Secretary, CPPS

Stille, Diana, Program Secretary, IRCA

Sturgeon, Beverly, Purchasing Representative, Admin.

Tapp, Becky, Regional Child Care Health Consultant, ECC

Thomas, Faith, M.Ed., Research Associate, CCLC

Todd, Jennie, B.S., Field-Bas ed Coordinator, CAC

Traub, Betsy, M.S., Research Associate, ECC

Turner, Jill, B.S., Graduate Assistant, ECC

Vicker, Beverly, M.S., Speech Language Pathologist Specialist, IRCA

Voelkel, Jefri, M.S., Site Coordinator, INSIG

Wagers, Lora, B.G.S., Administrative Program Secretary, CAC

Walden, Tonya, Program Assistant, CPPS

Washburn, Sandy, Ph.D., Research Associate, CELL

Wheeler, Marci, M.S.W., Social Work Specialist, IRCA

Williams, Rhianna, Program Assistant, CeDIR

Affiliate Faculty

Frey, Georgia, Ph.D., Associate Professor/Department of Kinesiology/Indiana University, Bloomington

Huberty, Thomas, Ph.D., Professor/School of Education/Indiana University, Bloomington

Krothe, Joyce, DNS, Associate Professor/School of Nursing/Indiana University, Bloomington

Odom, Samuel, Ph.D., Professor/School of Education/Indiana University, Bloomington

Rogan, Pat, Ph.D., Associate Professor/School of Education/Indiana University Purdue University at Indianapolis

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Updated 09-21-06