Annual plan for Mental Health Services, Developmental Disabilities Services.

As mandated by the Mental Health and Developmental Disabilities Administrative Act (20 ILCS 1705).

Education for employment ... : investing in people : report of the Illinois Council on Vocational Education, 1985-1986.

Bibliography: p. 28.

Illinois State plan: Developmental disabilities services and facilities construction act of 1970, P.L. 91-517.

Mode of access: Internet.

Individual roles : a report of the Illinois Council on Vocational Education.

"This publication is one in a series of four prepared to report ICoVE's Recognition Program."--Page ii.

Mental Health and Developmental Disabilities Code, with annotations of required forms.

Description based on: 1979.

Mental health and developmental disabilities in Illinois : an examination /

Includes bibliographical references.

Regulatory reform: a report to the Governor and the General Assembly from the Illinois Department of Mental Health and Developmental Disabilities as required under Senate Joint Resolution 180.

Cover title.

The Affirmative Action Plan of the Illinois Department of Mental Health and Developmental Disabilities.

Title from introduction.

The Illinois literacy effort : its past accomplishments : its future needs : a report from the Illinois Literacy Council Long-Range Planning Team.

"November 1990."

The Illinois Commission on Human Relations presents a human approach to human problems : the third annual Statewide Human Relations Conference : program report and evaluation submitted to the Illinois Humanities Council and conference participants.

Cover title.

School integration and the friendships of youth with developmental disabilities

- The present study was an investigation into the effect ofschool integration on the friendships ofyouth with developmental disabilities and their peers without disabilities. The youths, their parents, and their teachers provided insights into the youths' friendships. A qualitative paradigm was used in this research. The researcher guided the collection and analysis ofthe data with the phenomenologicallifeworld existentials of body, space, time, and human relation (Van Manen, 1990). Individual interviews were conducted with each youth, and group interviews were conducted with each triad (a youth, their parent(s), and their teacher) to discuss the youth's friendships and the supports necessary to facilitate the friendships. Through phenomenological analysis of the data, four thematic statements emerged: friendships are far from perfect, to have a friend you have to be a friend, parents as choreographers offriendship, and teachers as reluctant partners in friendship facilitation. Based on the results ofthis study, it was concluded that the development of friendships between youth with developmental disabilities and their peers without disabilities was happening in integrated school settings. However, it was also evident that the support ofteachers and parents alike were required to facilitate the development and maintenance ofsuch friendships. Recommendations for practice are discussed, including the need for active participation by the youth's parents in the facilitation offriendships, and the use ofa "circle offriends" to facilitate friendship development. Also discussed are the recommendations for further research, including the need for the youth's friends to be interviewed regarding their friendships with the youth with disabilities, and the need for researcher observation ofth~ friendships in action. Further research could also explore the role ofthe mother versus the father in facilitating friendships, and the role of recreation and leisure opportunities in the ,development offriendships.

Family attitudes toward the deinstitutionalization of individuals with developmental disabilities in Ontario : a quality of life analysis

The deinstitutionalization of individuals with developmental disabilities to community-based residential services is a pervasive international trend. Although controversial, the remaining three institutions in Ontario were closed in March of 2009. Since these closures, there has been limited research on the effects of deinstitutionalization. The following retrospective study evaluated family perceptions of the impact of deinstitutionalization on the quality of life of fifty-five former residents one year post-closure utilizing a survey design and conceptual quality of life framework. The methods used to analyze the survey results included descriptive statistical analyses and thematic analyses. Overall, the results suggest that most family members are satisfied with community placement and supports, and report an improved quality of life for their family member with a developmental disability. These findings were consistent with previously published studies demonstrating the short-term and long-term benefits of community living for most individuals with developmental disabilities and their families.