This primary focus of year two has been the provision of technical assistance (TA) to selected area programs, Guilford, Blue Ridge, Mecklenburg, and Albemarle. Following the receipt of each agency’s application, the project staff provided the Thomas S team with information on identified models of services and supports, and asked that each team select the models that were most appropriate to meeting their needs. Of note is the similarity in models selected by each site: individual recreation assessments with goal development for the person centered plans, staff training, and community resource identification and networking.

Therapeutic Recreation services and assessments

Many case managers expressed concern about how to assess class members’ personal interests, determine participants’ abilities and support needs, and encourage an array of community participation, particularly with non-disabled persons. The therapeutic recreation specialist (TRS) utilized an assessment protocol that includes a review of the record, interview with the participant in their home, conversations with direct support staff and family members, when available, use of a TR assessment guide and standardized instruments, and participation in community activities when possible. The TRS then completed an assessment report and developed goals for the person-centered plan. Additional information on goal statements is included in section III of this report. Few teams have TRSs on staff and case managers were very interested in the development of meaningful and measurable goals based on a relevant assessment. The TRS also provided limited individual client services, often with a focus on leisure action planning, decision-making skills, and use of adapted equipment.
 
Staff training, especially for direct support staff, was consistently a team priority. The array of training topics included the definition of quality community inclusion, promoting community inclusion through recreation opportunities, the use of assistive technology and adapted equipment, volunteerism for persons with disabilities, leisure action planning model and accessing generic community resources. Project staff typically offered a 2 hour didactic session on community inclusion and promoting personal choice and then offered follow-up for specific participants and staff in small groups settings. See section IV for additional information.

Community Resource Identification and Networking was a need of all teams, as most professional providers have experience working with "traditional services", but have limited on-going contact with other community agencies and providers. Each site was provided with a community resource manual listing all community contacts made by PO staff, with names, addresses, services, etc. This approach has great potential when it is connected to the development of a community interagency group and when the team members make a commitment to updating the resource information. Community providers have expressed a strong interest in learning more about Thomas S members and the community MH-DD-SA service system in order to better include persons with disabilities in their programs.

Additional Models

    One area program explored how to establish a volunteer program in order to provide companions for class members and provide opportunities for class members to become volunteers and assume a socially valued role. This approach requires an extensive commitment of staff time and energies to recruit volunteers, train, mentor, and match volunteers with consumers. We think this is a viable model and encourage some area programs to explore this option, being aware of the time commitments necessary to sustain such an endeavor. As with other approaches it is necessary to assign a lead responsibility to a staff member to ensure its success. We did find a number of community volunteer groups eager to engage in this discussion and request training for their members. Typical educational topics included the benefits of volunteerism for persons with disabilities, the abilities and rights of persons with disabilities, person first language, basic information on disabilities, and accommodation strategies. Many counties have an established Volunteer Association that work as a clearinghouse and coordinates training opportunities. See section V for additional information on volunteerism.

    Several agencies elected to establish a community recreation interagency group to encourage more collaboration between an array of community providers with the goal of identifying training needs and promoting more consistent involvement of persons with disabilities in generic services. Sample participants include Parks and Recreation, United Way, YMCA, Public Library. This effort also requires a commitment of staff time but has the potential to greatly increase the use of generic resources.

A recreation and leisure activity guide for direct support staff was also developed for several agencies. This guide contained information on things to do, strategies to promote successful community inclusion, and places to go in the local community. The challenge with this approach is to ensure that on-going training is linked to this written resource so it does not become "a pile of papers" stuck in a desk drawer. See section V for sample materials.

Things learned during the technical assistance:

* On-going training is essential for agency staff, direct support staff, and community providers so that they can competently implement best practices;
* Strengthening community linkages is critical if the agency, staff and clients are to develop collaborative efforts that result in maximizing an array of services that emphasize community based services and opportunities and challenge traditional "territorial" boundaries;
* Staff’s responsibility to address these outcomes usually requires a modification of job expectations, descriptions, training, and supports;
* Therapeutic Recreation services are a valuable resource to address comprehensive assessment, skill development and service needs.

Constraints
We have been pleased with the positive response from each area authority. Staff and consumers face many challenges in promoting community inclusion and valued social roles. These include transportation barriers, limited funds for recreation activities, limited experience with a variety of activities, constricted social supports, and reliance on paid staff. As we all know, change does not occur quickly. However, expectations must be high if we are to provide quality services and supports.