professional-membership-icoInclusive Education

College Accessibility for Student with Disabilities: Scholarships & Financial AidThis webpage contains a handy data set meant to help people with disabilities find the financial help that can take them through college to graduation.

Scholarships for Students with DisabilitiesThis guide focuses on financial aid opportunities and discusses how to take advantage of them.

College Resources for Students with DisabilitiesWith the advances of adaptive technologies and trend toward progressive legislation, prospective college students with disabilities now have countless resources available to make their transition to postsecondary education less stressful. On this webpage you can find specific information and resources on a variety of different disabilities, learn how to make the transition into the workforce easier, and find out what your legal rights on campus are.

College Programs for Students with Intellectual DisabilitiesThis webpage contains information about various college programs and funding opportunities to support students with intellectual disabilities and available support services and resources on today’s college campuses.

professional-membership-icoCommunity Living

Community Living and Participation fro People with Intellectual and Developmental DisabilitiesThis paper, released by AUCD and AAIDD, describes how both organizations think the next 25 years of the ADA should translate into access, opportunity, and support for people with disabilities. This work has been shaped by two primary sources: the voices of people with disabilities themselves and the research evidence on achieving the best possible outcomes for people with disabilities. These sources, of course, have also been shaped by our nation’s laws and policies, the most significant being the ADA. (7 pages)

Questions and Answers About The Home and Community Based Services (HCBS) Settings Rules
Includes common questions and answers about the final rules regarding the settings of Home and Community-Based Services (HCBS) released in January 2014. These rules require HCBS settings to provide opportunities for participants to engage in community life, have access to the community, control their personal resources, and seek employment and work in competitive settings. States have up to five years (until March 2019) to come into compliance with the rules. (6 pages)

HCBS: Creating Systems for Success at Home, at Work and in the Community CBI Consultants on Person Centered PlanningThe research compiled in this report can help guide state policy makers, service providers, and people with disabilities and their advocates in a collaborative effort to align support systems with the Olmstead decision and the requirements of the HCBS regulations. (100 pages)

Letter to the Center for Medicare & MedicaidThis letter is written to the Center for Medicare & Medicaid on behalf of a coalition of 11 disability and aging organizations advocating for quality implementation of the Settings Rule, including TASH. The letter discusses the Home and Community Based Services (HCBS) settings regulations and trends among state transition planning. The letter outlines several issue areas that are key to a successful state transition plan, including examples from specific states.

Conversations that Matter Online Conference Center from Broad Reach TrainingKunc and Emma Van der Kleft provide online virtual conference site with an ever-expanding collection of videos of thought provoking interviews with well-known advocates, thinkers, and trainers.  High quality values based information and resources on disabilities, community inclusion, and support. (Videos)

CIRCL – Connections for Information and Resources on Community LivingA division of NorthStar Services in California providing a central point of contact and thoughtful resources to help individuals and families understand and select supported living providers. Committed to creating opportunities for building and sharing individual, organizational and community strengths in supported living through mentoring to overcome barriers, fostering cooperation with others working toward same outcomes, and provide learning opportunities.

A Resource List on Person Centered Planning (Allen, Shea & Assoc)Provides a list and descriptions of reading materials and workbooks on Person Centered Planning and contact information to obtain. (1 page)

Institute on Community IntegrationAn interactive database providing an online clearinghouse of over 3,000 resources from around the country related to person-centered services and supports for persons with intellectual and developmental disabilities. (1 page intro)

Realizations Training & ResourcesRealization provides training, consultation, retreats, reviews, written and electronic resources focused on Personal Planning; Facilitation; Community Connections, Friendships, Challenging Behaviors, and other topics essential to supporting individuals with developmental disabilities, mental health issues, or physical challenges to be full citizens in their community. (1 page intro)

Cornell University ILR School Employment and Disability InstituteProvides an overview of Person Centered Planning process with related popular tools, Transition Planning, and creating Organizational Change with a self-study guide and quizzes to assist in identifying areas in need of greater focus. Compendium of readings and activities to use independently with various links and downloadable resources. (1 page intro, 12 courses each with intro, quiz, activity, readings, and resources)

Open Futures LearningInspirational training for developmental disability workforce through Modules and short videos created by collaborating with some of the most influential, revolutionary, and inspiring thinkers of our time. (1 page intro to site, modules, and videos)

Ontario Independent Facilitation NetworkA provincial network of people who share a passion and are dedicated to the development and preservation of Independent Facilitation assisting people to live every day, ordinary lives as full citizens. It is a growing Community of Practice made up of independent facilitators, people with developmental disabilities, family members and others from across the province. Providing Facilitators an opportunity to unite and learn collaboratively together and resources for people and families to connect to Facilitators in Ontario.

The Full Guide to Flying with a Disability

professional-membership-icoDiversity & Social Impact
professional-membership-icoHuman Rights

Toolkit for Supported Decision MakingThe Autistic Self Advocacy Network (ASAN) created a guide for people to learn about guardianship and its alternatives. There are two versions – the plain-text or families version and the Easy Read version, which is split into six chapters. Both versions, and additional information about the toolkit, can be found using the link above.

Parent ABC’s: Preventing Restraint and Seclusion in the ClassroomThis document, developed by TASH’s Human Rights Committee, helps parents plan ahead in order to keep their children safe from the use of dangerous restraint and seclusion in the classroom. It also includes information on where to find a “no restraint letter.” (2 pages) Source: TASH

Restraint and Seclusion: Hear Our Stories (film)
Restraint and Seclusion: Hear Our Stories 
is a film by Dan Habib, filmmaker at the Institute on Disability at the University of New Hampshire. In the film, several students describe the restraint and seclusion they experienced while in public schools, and the devastating physical and emotional injuries they suffered as a result.

Jameson, J. m., Riesen, T., Polychronis, S., Trader, B., Mizner, S., Martinis, J., & Hoyle, D. (2015). Guardianship and the potential of supported decision making with individuals with disabilities. Research & Practice For Persons With Severe Disabilities40(1), 36-51.
This study reports descriptive data from a national survey on guardianship and people with disabilities. The results indicate that regardless of who provides information about guardianship, and regardless of disability classification, full guardianship is consistently discussed most frequently while other options are rarely discussed.

Millar, D. S. (2014). Extending transition to address guardianship alternatives: An issue concerning students who have intellectual disability. Education & Training In Autism & Developmental Disabilities49(3), 449-463. In this article, the Guardianship Alternative Model (GAM) is introduced with the aim of extending transition planning to address guardianship alternatives specific to students who may be at risk of losing all or some civil and legal rights when their competence and capacity to make decisions and ability to live autonomously are questioned through the guardianship process.

Millar, D. S. (2014). Addition to transition assessment resources: A template for determining the use of guardianship alternatives for students who have Intellectual Disability. Education & Training In Autism & Developmental Disabilities49(2), 171-188.
The main purpose of this article is to add to transition resources by introducing the Guardianship Alternative Assessment Template (GAAT) as it relates to guardianship prevention for youth and adults who have an intellectual disability. Because the GAAT is comprehensive and considers the student in a holistic manner, it can serve as a resource assessment results that will assist with transition planning regarding academics and functional life skills for students with intellectual disabilities who may be in jeopardy of losing civil and legal rights.

Millar, D. S. (2013). Guardianship alternatives: Their use affirms self-determination of individuals with intellectual disabilities. Education & Training In Autism & Developmental Disabilities48(3), 291-305.
This article was written with the purpose of informing educators, students, agency service providers, family members, stakeholders, and researchers in the field of transition of the guardianship alternatives that can be used.

Millar, D. S. (2009). Comparison of transition-related IEP content for young adults with disabilities who do or do not have a legal guardian. Education & Training In Developmental Disabilities44(2), 151-167.
In this study the IEP transition-related content was compared between young adults with developmental disabilities who had or did not have legal guardians.

Millar, D. S. (2008). Self-Determination in relation to having or not having a legal guardian: Case studies of two school-aged young adults with developmental disabilities. Education & Training In Developmental Disabilities43(3), 279-293
This case study examined the impact and role of self-determination as impacted by guardianship. Findings include (a) values, beliefs, and knowledge impact guardian roles, and (b) more research is needed to determine the impact IDEA age of majority and transfer of rights mandates are having on families as well as school, law, and agency service providers’ interpretations and actions.

Millar, D. S. (2007). “I never put it together”: The disconnect between self-determination and guardianship – Implications for practice. Education & Training In Developmental Disabilities42(2), 119-129.
Six focus groups were conducted to gather information regarding the extent to which participants understood guardianship and its alternatives, and how these related to self-determination. Data suggested that the majority of participants (a) perceived they exhibited/promoted self-determination; (b) did not recognize a disconnect between self-determination and guardianship; and (c) had limited understanding of guardianship and its alternatives.

Millar, D. S. (2003). Age of majority, transfer of rights and guardianship: Considerations for families and educators. Education & Training In Developmental Disabilities38(4), 378-397.
This study examined guardianship practices as they relate to young adults who have developmental disabilities. Review of 221 court files in Michigan found that (a) disability label, limited ability to make decisions, and youth reaching the age of majority were main reasons why petitions were filed; (b) evidence used to “prove” incompetence was unclear; (c) ward’s “conditions” remained constant following the guardian appointment; and (d) guardianship did not necessarily resolve the areas of concern.

Millar, D. S., & Renzaglia, A. (2002). Factors affecting guardianship practices for young adults with disabilities. Exceptional Children68(4), 465-484.
This research was the first to systematically examine guardianship as it affects young adults with disabilities. Two hundred and twenty-one court files were reviewed across nine jurisdictions in Michigan. Overall, 120 plenary guardians and 101 partial guardians were appointed. Distinctions between the powers of plenary and partial guardians were often found to be minimal.


TASH’s 2015 Federal Public Policy Agenda

They Work for Us: A Self-Advocate’s Guide to Getting Through to Your Elected Officials
This guide describes how self-advocates can get in touch with their elected officials. It also explains how to vote for who you want to represent you in the government.