Community Integration of Adults with Developmental Disabilities

Introduction
Working with adults with developmental disabilities over a year as an intern, I have come to believe that there needs to be more integration of this population into the local community. My internship placement was a private, non-profit agency in the local community, which serves individuals with severe developmental disabilities.

Statement of Need
Community integration of adults with developmental disabilities has been attempted, yet not adequately accomplished. Researchers show that communities in general tend to exclude people who are different from the norms (Dewees et al., as cited in Cummins & Lau, 2003). People with disabilities often do not have equal social interactions with people without disabilities, even if they physically integrate with each other in the community (Gollay et al, 1978, as cited in Ippoliti et al; Myers et al., 1998, as cited in Cummins & Lau, 2003; Salzberg & Langford, 1981). According to studies on personal relationships, only 20 % of adults with intellectual disabilities living with their families had a friend without a disability (McConkey et al., 1981, as cited in Cummins & Lau, 2003). Only 57 % of adolescents living in community-based settings had a friend, almost all of whom were another person with an intellectual disability (Cheseldine & Jeffree, 1981, as cited in Cummins & Lau, 2003).

Community integration is beneficial not only to people with developmental disabilities, but also to people without a disability. It increases community awareness and recognition of differences (Rigger, 1979). People without disabilities gain more understanding and empathy (Cummins & Lau, 2003). The more active involvement with people with developmental disabilities in everyday life, the more acceptance people are likely to have (Schwarts &Armony-Sivan, 2001).

Through interviews with service providers and consumers, it was apparent that the attitudes of the community towards inclusion of individuals with developmental disabilities have greatly improved over the few decades. However, there is still a prevailing tendency to segregate this population.

Description of the Intervention
As a result of knowledge and insights gained in the literature review and interviews, I decided to have a bake sale at the Campus of California State University, Chico to encourage community integration of the clients at the agency and to educate the general community.

The first intervention was to distribute brochures on adults with developmental disabilities and the agency. I developed a brochure which contained information on the agency, definition of a developmental disability, and discussion on why community integration is important.

The second intervention was to provide some of the clients at the agency with an opportunity for community integration. It was also an opportunity for college students, faculty and other staff to have a chance to see or interact with individuals with developmental disabilities.

The third intervention at first was to raise funds for the agency by selling baked goods. I developed a donation letter which included information on the agency, statement of needs, and description of my project. A local grocery store donated two full boxes of day old baked goods such as muffins and cakes to us for the bake sale. While developing the project, I realized that raising funds was not the purpose of my community project. Thus, we distribute the baked goods complimentarily as an incentive for people to come by.

The fourth intervention was to recruit volunteers and interns for the agency. In addition to the information on the brochure, we gave the agency’s handouts on more detailed information on volunteer and internship to people who were interested in this opportunity. I contacted departments of psychology, special education, recreational therapy, sociology, and social science to find out if there were any chances for their students to earn credits by working at the agency. Psychology department, sociology, and social science departments stated that they would acknowledge the agency as an eligible internship placement for next semesters and we are now in the process.

Evaluation of the Intervention
Though this project has a scope for improvement, I feel that the four main purposes were met. The brochure looked professional thanks to a friend of mine who works at a computer design company. She volunteered to develop a tri-fold brochure, which I believe made more people to actually take a look at it, instead of a two-side handout I could have made.

There were two clients who participated in this project, one male client in his 40s who was diagnosed with a mild mental retardation and a female client in her 20s who was not capable of verbal communication but enjoys having company. The male client passed out the brochure to people who stopped by and seemed to have enjoyed having conversations with them. The female client was not able to talk to people who come by; however, I believe she made a great impact on some of the people who had not seen a developmentally disabled person who is medically very fragile and uses different methods of communication.

There were about 20 people who came talked to us in an hour and a half period, including those who were interested in working/ volunteering with this population, friends and acquaintance of mine, and those who had family members who have developmental disabilities. It was great to see the clients and people on campus interact with each other. It was a more natural setting where people meet each other than work settings where people without disabilities provide care to people with disabilities. I was very fortunate to have plenty of baked goods donated, too. Although I could not go ask for a donation until the day before the community project, the local store was very willing and happy to help us with this opportunity. I did not feel that most people came by for free baked goods, but this was probably a good way to gain attention. Recruiting volunteers and interns were additional purpose, but I was surprised that more than five people were very interested in this opportunity; some were for their class and some for their own interests.

One of the areas of improvements includes the day and the time of the week to carry out this project. We spent only about an hour and a half before lunch time on Friday in order to meet the agency’s schedule. We could expect more people and more interaction if we go to the campus in the middle of a week during lunch time. More advertisement and bigger signs would have attracted more people as well.

Reflection on the Project
I have enjoyed working on this project, including the literature review, interviews, and preparing for the bake sale. I have learned more about people with developmental disabilities and their unmet needs. Looking at the clients and people on the campus interact with each other, I was very glad and gained a hope that people with developmental disabilities would be included, and treated and respected more equally in the community. I gained a strong motivation to be an advocate for people with developmental disabilities to help their needs and rights to be more broadly recognized and met in the community.

References

• Cummins, R. A., & Lau, A. L. D. (2003). Community integration of community exposure? A Review and Discussion in Relation to People with an Intellectual Disability. Journal of Applied Research in Intellectual Disabilities, 16, 145-157.
• Ippoliti, C., Peppey, B., & Depoy, E. (1994). Promoting self determination for persons with developmental disabilities. Disability & Society, 9(4), 453-461.
• Riggar, T.F. (Ed.D). (1979, October). Stages in the rehabilitation of the developmentally disabled. Rehabilitation Literature, 40(10), 305-308.
• Schwartz, C, & Armony-Sivan, R. (2001). Students’ attitudes to the inclusion of people with disabilities in the community. Disability & Society, 16(3), 403-413.