Focus On Center Activities
In this first issue of Centerpoint, the staff would like to take this opportunity to introduce to our readers the activities of the Center. As a UAP, we have four core function responsibilities. These core functions are outlined below and descriptions of current activities are provided. In future editions of Centerpoint this column will provide readers with in-depth information on a critical issue facing individuals with disabilities and their families, a project, or research being conducted by Center staff.
Interdisciplinary Education
One of the core functions of UAPs is to prepare leadership personnel at the undergraduate and graduate levels for careers in the field of developmental and related disabilities. UAP trainees receive systematic, interdisciplinary education in a broad range of professional functions. The Center, in collaboration with faculty representatives from 14 academic departments on campus and affiliated faculty from Eastern Maine Medical Center (EMMC), offers both undergraduate and graduate concentrations in Interdisciplinary Disability Studies at the University of Maine. Interdisciplinary courses, practical assistantships and internships are provided on campus and in community settings throughout the state.
The Center's academic programs are governed by its Interdisciplinary Curriculum Committee comprised of UMaine faculty representing 14 departments and a faculty representative from EMMC.
Courses currently offered by the Center include: Developmental Disabilities Across the Lifespan; Interdisciplinary Seminar in Developmental Disabilities; and Advanced Interdisciplinary Seminar in Developmental Disabilities. Students complete the Disability Studies concentration by choosing elective courses from such disciplines as Education, Communication Disorders, Human Development, Nursing, Philosophy, Psychology, Public Administration, Social Work, and Sociology. Practica are designed to meet the needs of students and complement their field of study. Practica are provided in settings that expose students to "best practices" for children and adults with disabilities.
The Center collaborates with the College of Education to offer a graduate personnel preparation program for transition specialists. This program, funded by the U.S. Department of Education, provides coursework and practica for full and part time graduate students in the area of school to work transition for students with disabilities. Concentrations are available for high school teachers, adult service personnel and those interested in administration. A number of the program's courses are offered over the University of Maine System's Interactive Television network enabling teachers and professionals from throughout the state to enroll.
The Center also collaborates with the College of Education to offer a graduate course on Positive Approaches for Challenging Behavior.
Recently, the Center received funding for an innovative distance learning project for allied health professionals in rural areas. The purpose of this project is to recruit, prepare and increase the numbers of allied health professionals capable of providing health promotion and disability prevention services to people with disabilities residing in rural and remote areas. Through the use of technology, an interdisciplinary course focusing on the needs of individuals with disabilities in rural areas will be offered during the spring of 1996. A follow up course will be added in 1996-97.
Community Services
UAPs, as one of their core functions, engage in community services that include community education and technical assistance for and with individuals with developmental disabilities and their families.
Community service activities at the Center typically take the form of outreach education, technical assistance, dissemination of information, and development of materials and resources. During 1994-95 approximately 8,000 individuals participated in outreach education and technical assistance activities conducted by Center staff.
A number of community service projects are currently underway or have just recently been completed.
LEARNS , Maine's Statewide Systems Change Initiative for Inclusive Education is a collaborative effort of the Center, the Maine Department of Education and the U.S. Department of Education. Since its initial funding in 1990, LEARNS has provided outreach education and technical assistance to more than 100 school districts in Maine. Students with disabilities, their families and teachers receive support in the form of inservice education and technical assistance that has had a significant effect on the ability of Maine schools to include all children in regular education settings. In the last year, the inclusive education initiative has been broadened to include early care and education (LEARNS: Early Childhood), and families (LEARNS: Families FIRST). The needs of students with challenging behavior continues to be a priority area for LEARNS activities.
Ensuring Inclusive Communities: Education and Training in Positive Supports for Persons with Challenging Behavior is the Center's Training Initiative in Positive Supports (TIPS) project funded by the Administration on Developmental Disabilities, U.S. Department of Health and Human Services. In addition to the preservice course on positive supports offered at the University of Maine this project includes an outreach education component and a dissemination component. Each year for five years a combination of twelve educational, adult service and family teams will receive education and information on positive supports. Six days of training is provided to each team and each involves the presentation of core information, small group activity, case studies and group discussion. Over the course of the year, each team has the opportunity to apply the information to the specific situations that they face on a daily basis. Dissemination activities include the development of publications on positive supports.
Maine's Self-Advocacy Network-Empowering Individuals with Mental Retardation is a collaborative effort of the Maine Developmental Disabilities Council, the Maine Department of Mental Health and Mental Retardation, and the Center. This project establishes and supports a statewide network of self advocacy leaders who assist others with cognitive disabilities to advocate for themselves. The purpose of the network is to give individuals with cognitive disabilities a means to influence the way their supports and services are provided. Currently, technical assistance, leadership education, and support are being provided to more than eighteen self advocacy groups throughout the state, and a year-long leader-ship series is being conducted for self advocacy group advisors.
Facilitated Communication in Maine is a collaborative effort of the Maine Department of Mental Health and Mental Retardation, the Maine Department of Education, and the Center. Facilitated Communication is a technique used to help some persons with limited or no speech to communicate by typing or pointing. A facilitator provides both physical and emotional support. The physical support functions as an accommodation for neuromotor problems that may interfere with independent pointing, which over time is usually faded. Some users eventually communicate without any physical contact with their facilitator. The project provides outreach education (introductory and advanced workshops); technical assistance to individuals with disabilities, parents, educators and support providers; and dissemination of a quarterly newsletter, Facilitated Communication in Maine ... An Update.
Person Centered Planning in Maine is a recently completed project whose purpose was to assist the Maine Department of Mental Health and Mental Retardation, Division of Mental Retardation, in the development of a person-centered planning process as envisioned in the Community Consent Decree signed in Federal Court in 1994. Center staff facilitated the development of Maine's Person Centered Planning Process; developed resources and materials on person centered planning; provided outreach education; and, conducted a pilot study involving twelve individuals in the new process. Presently, the Center is providing a five part seminar series on person-centered planning. A follow-up series, "Giving Life to the Plan: Community Building," will be offered during the spring semester.
TEEM: Transition into the Elementary Education Mainstream is a recently completed collaborative project of the Center and the University of Vermont's Center for Developmental Disabilities, the UAP of Vermont. The purpose of this national outreach project was to disseminate and replicate the TEEM model of systematic planning to assure the successful transition of preschool children and their families from early childhood settings into kindergarten and other regular education environments. Outreach education, technical assistance, and materials were provided to more than twelve Maine school districts, numerous preschool programs and providers, including Child Development Services and Head Start programs. TEEM activities will continue as part of the Center's LEARNS: Early Childhood initiative.
Applied Research and Policy Analysis
Another core function of a UAP is to contribute to the development of new knowledge, in the field of developmental and related disabilities. Research activities at the Center take many forms including policy analysis, applied research and evaluation. A sampling of present research activities include:
Dissemination of Information
The fourth core function responsibility of a UAP is to disseminate information and research findings regarding best practice and innovative supports for individuals with developmental and related disabilities. The Center meets this responsibility through the development and publication of books, monographs, technical reports and journal articles, and the dissemination of research and policy analysis at professional conferences and meetings. A sampling of recent activity is described below.
Centerpoint is the newsletter of the Center for Community Inclusion, Maine's University Affiliated Program.
In complying with the letter and spirit of applicable laws and in pursuing its own goals of pluralism, the University of Maine shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizen status, age, disability, or veterans status in employment education, and all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request. This publication is available on audiotape and upon request this material will be made available in other alternative formats to accommodate the needs of individuals with disabilities.