Annual Report 2008

“ A University Center for Excellence in Developmental Disabilities at Virginia Commonwealth University.”

“We are all working together to create a world where disability is no longer a factor. A world in which a person’s value is determined by the things they can do, not what they can’t.”

Solomon Miles, Advocate/College Student

CONTENTS

Fred P. OreloveExecutive Director

EditorWilliam TinsleyDirector of Marketing & Development

Graphic DesignVisual Appeal, LLC

PrintingPrintegration

Director’s Message 2

Mission Statement 3

Early Childhood/Education 5

Health and Disability 6

Family and Individual Involvement 7

On-Going Programs 9-14

Training & Outreach 15

Funding Sources 16

Publications 17-19

Staff 20-21

Consumer Advisory Council 22

Resource Development Board 23

New Voices, New Visions, New Approaches 24

The year 2008 likely will be remembered by many individuals

for at least two major things: an historic downturn in the

economy and an historic election. We at the Partnership have

already begun to feel the effects of decreased federal, state,

and private funds. At the same time, we remain hopeful, along

with countless other Americans, that the political changes in

Washington will bring healing to individuals and organizations

who suffer the most.

The Partnership for People with Disabilities, as Virginia's

university center for excellence in developmental disabilities,

is privileged to share this annual report with you. Whether

you are a parent, a self-advocate, a professional, or a student

-- and whether you are a long-time supporter or a newcomer

-- let me invite you to learn more about us. This report captures

both our long-standing, continuing initiatives and some of the

new work in which we have been engaged this past year. If you

read about anything that you think you might like to be part of,

wonderful! Please drop me a note at forelove@vcu.edu.

Director’s Message

Fred P. Orelove, Executive Director

333

MissionTo partner with people with disabilities

and others to build communities where all people can live, learn, work and play together

“The Partnership was there for our family when we needed answers and direction.”

Bryan Beatty, Parent

5

Highlights: Early Childhood/Education - FY 2008

* “Include Me,” a program to provide training and technical assistance to child care centers to promote enroll-ment of children with disabilities, reached an important milestone of 25 centers and the training of 60 staff members and teachers.

* Launched “Guide by Your Side,” a pro-gram connecting Virginia families who have young children who are deaf or hard of hearing with 14 trained Family Guides statewide. Sixty parents were enrolled in the first year of operation.

* Joined with Virginia’s Department of Education to design an interactive for-mat for presentation of the School by School model for school improvement to include a DVD training component, model implementation instructions, tools and resources.

* Developed and published “Amazing Babies,” a guide to typical infant and toddler development that was made available to families statewide.

* Continued the provision of services to 375 infants and toddlers with develop-mental delays or disabilities and their families in the city of Richmond under the Partnership’s Infant and Toddler Connection of Richmond project.

* Initiated a professional development initiative, in partnership with VDOE, to prepare additional personnel to use intervener strategies in their work with students with deaf-blindness.

* Published the Guidelines for Working with Students Who Are Deaf or Hard of Hearing in Virginia Public Schools and provided statewide training using the Guidelines.

* Training developed and conducted by T/TAC included: Instructional Strate-gies for Teaching the Aligned Standards of Learning (ASOL), Early Intervention Communities of Practice in Autism, Inclusive Placement Opportunities for Preschoolers, Collaborative Teaming and Systems Change, the revised Early Childhood Environment Rating Scale, and Benchmarks of Quality for Inclusive Classrooms. Each session targeted pro-fessionals in the education process.

* Developed and conducted five major conferences attended by more than 2,300 stakeholders. They were: Shining Stars-Charting the Future for Today’s Children, TechKnowledgy 2007, the Virginia Transition Forum: A Roadmap for Success in Education, Pathways to Possibilities, and Creating Connections: Viewing the Future through the Win-dows of Opportunity.

The Partnership for People with Disabilities has a long history of supporting children, families, and service providers in the areas of Early Childhood and Education. All children, including those with disabilities, deserve the supports they need to excel in their homes, schools, and communities. To foster this level of success, the Partnership works to equip family members, health care providers, preschool teachers, child care providers, and others who serve children and their families with the information, awareness, and skills they need to make a difference in their children’s lives.

At the Early Childhood level, the Partnership operates programs that address the developmental needs of children with disabilities and their families in Virginia. Program themes range from identifying newborns with hearing loss to supporting the development of infants and toddlers with developmental delays. We also

promote the mental health of children through initiatives that prevent abuse and neglect of young children with disabilities, and we work actively to encourage the successful inclusion of young children with disabilities into child development programs.

The Partnership also works in schools across all grade levels. The Virginia Department of Education’s Training and Technical Assistance Center at VCU T/TAC offers a variety of services tailored to assist personnel in schools, interagency coordinating councils, and state-operated programs in two regions of the state. School systems receive assistance as they work to include children with disabilities in general education classes and develop systems that support learners who are deaf or hard of hearing, have significant disabilities or challenging behaviors. For more information, visit the Partnership's website at: www.vcu.edu/partnership.

Area of EmphasisEarly Childhood/Education

6

Highlights: HealthFY 2008

The Virginia Leadership Education in Neurodevelopmental Disabilities pro-gram (Va-LEND) was awarded a three-year “Knowledge to Practice” grant from the Maternal and Child Health Bureau to promote awareness of and participa-tion in evidence-based research involv-ing professionals and families.

Va-LEND enrolled 18 trainees in its interdisciplinary leadership train-ing program. Disciplines represented include: genetic counseling, nutrition, occupational therapy, physical therapy, psychology, rehabilitation counseling, social work and special education.

Ten school nurses completed the “School Nurses as Professional Partners” education program designed to bet-ter prepare school nurses to meet the needs of students with low incidence disabilities.

The “I-Can” accessibility project devel-oped and distributed a variety of products designed to promote public awareness of legal issues surrounding family abuse protective orders. Span-ish language and Braille versions were produced to broaden access.

The Health Program conducted inter-disciplinary training sessions based on the curriculum “Abuse and Neglect of Children with Disabilities: A Collabora-tive Response,” attended by 160 par-ent advocates and professionals serving children with disabilities, including law enforcement, child protective services, and community agencies.

Area of EmphasisHealth and Disability

Achieving and maintaining good health can enable people with disabilities to participate in education, productive work, recreation, and all aspects of community life. The Partnership advocates access to quality health care provided by health professionals who understand the needs of those with disabilities and their families. To this end, the Partnership has a strong history of providing educational programs to health and other professionals through which they collaborate with people with disabilities and their families to learn research-based and culturally sensitive ways to meet their health care needs effectively.

The Partnership for People with Disabilities operates programs that promote healthy lifestyles and functional independence, reduce secondary health conditions, and enhance overall quality of life by reducing environmental, social and other barriers to good health. Specific priority program areas include health education, dental health, self-advocacy in healthcare decisions, and the prevention of abuse, neglect and violence against people with disabilities.

A primary health program is the Virginia Leadership Education in Neurodevelopmental Disabilities Program (Va-LEND). This interdisciplinary training program is committed to the preparation of health professionals, special educators, and related disciplines to be leaders in the field of childhood neurodevelopmental and related disabilities. The leadership program provides a curriculum that includes didactic courses, interactive seminars, clinical and community-based practica rotations, and planned advocacy and systems level public policy activities that earn academic credit. The program focuses on priority issues of reducing health disparities, providing access to care, and delivering quality care through advanced leadership training. Va-LEND faculty and trainees provide consultation, technical assistance and continuing education to enhance services and supports for children with neurodevelopmental disabilities and their families.

A complete list of specific projects can be found on the Partnership’s website at: www.vcu.edu/partnership.

7

Highlights: Family and Individual Involvement and Support - FY 2008

Formed the Center for Self-Advocacy with funding from the Virginia Board for People with Disabilities, the Administra-tion on Developmental Disabilities and the Association of University Centers on Disabilities to provide youth and adults with the opportunity to acquire essential self-advocacy skills and rela-tionships.

Developed a Center for Family Involve-ment with support from the Virginia Department of Education to administer and implement projects, link together organizations, people and programs, facilitate parent and family involve-ment, enhance decision making, advo-cacy, and leadership.

Developed a curriculum on “Collabora-tive Standards Driven IEPs” under con-tract with the Virginia Department of Education.

Revised the “Creating Collaborative IEPs Handbook” to reflect best practices and the changes to the Individuals with Dis-abilities Education Act of 2004.

Implemented the Parent Involvement Survey for the Virginia Department of Education, with dissemination to all par-ents of students receiving special edu-cation services in the Commonwealth.

Worked with VDOE’s Parent Involve-ment Priority Project committee and facilitated the development of a Work Plan for Improving Parent Involvement in Virginia Schools.

Developed a workbook for individuals with disabilities, entitled “I Want a Good

Life,” which leads individuals and their supporters through an introduction to the person-centered planning process.

Outlined a workbook for use by IEP teams titled, “Creating Your IEP”, to assist teams working collaboratively with families and students to gather infor-mation needed to develop the IEP. The workbook is being published in English and Spanish to improve its utilization.

Developed a middle school transition website for middle school students with significant disabilities and their parents to assist with exploration of interests, skills and community opportunities, and help with IEP transition planning.

Area of Emphasis Family & Individual Involvement & Support

Family and Individual Involvement and Support activities address a need for people with disabilities and family members to have access to quality information, materials and supports to understand and participate in decision-making about programs and services that affect their lives.

Through Center for Self-Advocacy Leadership activities, youth and young adults with disabilities are provided different types of opportunities to acquire the knowledge and skills needed to become effective self-advocates and leaders and to connect with other self-advocates in their lives, in their communities, and in Virginia.

The Center for Family Involvement works with families to become advocates who speak with and for their family members with disabilities, mentors who use what they learn to help others, and leaders who make possible a better life for those who follow.

Other Family and Individual Involvement and Support activities include:

• Providing opportunities for people with disabilities, family members and professionals to work together to enhance collaboration, learn from each other and improve outcomes;

• Increasing the capacity of the services system to address individuals with challenging behaviors;

• Working with Virginia communities to promote greater choice and control over supports and services through person-centered approaches and practices; and

• Assisting individuals and families with resources and information needed to engage in futures planning for appropriate transition services.

To learn more about these and other Family and Individual Involvement and Support initiatives, please visit the Partnership’s web site at: www.vcu.edu/partnership.

“When we found out Noah was deaf, we were shocked and had very little information – we felt so alone. Without the Partnership’s support for Virginia’s Guide by Your Side program, families would not have the support and access to resources needed to deal with their child’s disability.”

Jessie Georges, Parent of Noah, age 6

9

Abuse and Neglect of Children with Disabilities: A Collaborative ResponseThis project offers interdisciplinary training on specific risk factors for, and indicators of, abuse and neglect of children with disabilities. The target audience for the training includes law enforcement, child protective services and foster care, educators, and parent advocates, and other local professionals serving children with disabilities. This includes mental health and mental retardation services, CASA, victim witness, court services, and recreation services.(Funded by Virginia Department of Education and Virginia Institute for Social Services Training Activities)Contact:Bernice Allen (804)828-8593 ballen@vcu.edu

Enhancing Lives of Individuals with Brain Injury through Positive Behavior SupportsPositive behavior support (PBS) is a well established person-centered behavioral training model proven effective with many individuals, including those with brain injury. PBS addresses challenging behaviors systematically and holistically, working with individuals and their friends and supporters. The Partnership has a long standing collaboration with the Virginia Autism Resource Center (VARC) to provide training and endorsement of Positive Behavior Support Facilitators

to support individuals with cognitive disabilities. This project expands PBS in Virginia by extending training, mentoring, and endorsement to brain injury specialists. Additionally the project works to demonstrate the efficacy of PBS for individuals with brain injury through a pilot project and to develop a sustainability plan for this service in Virginia. (Funded through the Commonwealth Neurotrauma Initiative Trust Fund) Contact: Molly Dellinger-Wray (804)828-6926mdwray@vcu.edu Tera Yoder (804)828-3879 tyoder@vcu.eduWeb Address: www.vcu.edu/partnership/pbs

Guide By Your SideGuide By Your Side is a parent to parent initiative in Virginia that supports families with children who are deaf or hard of hearing. Approximately 100 children are identified as deaf or hard of hearing each year through newborn screenings. A trained family guide is matched with families of children diagnosed through the EHDI Program to provide emotional and informational support and to ensure families are aware of the supports and services offered by Virginia’s early intervention system. The Guide By Your Side program is committed to supporting families with children who are deaf or hard of hearing without a bias around communication

modes or methodology. (Funded by the Virginia Department of Health)Contact: Dana Yarbrough (804) 828-0352dvyarbrough@vcu.edu

Include Me: Bringing Early Education to Children with DisabilitiesInclude Me increases the capacity of child care centers in the greater Richmond area to provide quality inclusive early childhood education for children with disabilities. Center teachers receive training and consultation services throughout the year, increasing teachers’ skill and comfort level in providing community-based, inclusive care to young children. Include Me is supported by the Jackson Foundation and the John Randolph Foundation.Contact:Mary Lynn White (804)828-6796mlwhite2@vcu.edu

Increasing Person-Centered Planning, Informed Choice, and Self Direction (Rebalancing Initiative)The Rebalancing Initiative promotes greater choice and control over supports and services by developing and piloting materials and processes to increase the use of person-centered thinking, planning, and services for individuals with disabilities. A subset of the materials are being designed with a specialized focus on person-centered discharge

Ongoing Programs

10

Ongoing Programs

planning for individuals transitioning from state training centers to community homes. The project works with several communities to expand community options for supports and shift the balance in Virginia by focusing on the individual’s preferences and choices rather than on the service systems’ programs and requirements. Additionally the project is examining mechanisms and strategies for determining how additional services can become self-directed. (Funded by U.S. Department of Health and Human Services)Contact:Parthy Dinora (804)827-0016padinora@vcu.edu Eileen Hammar (804)827-0202eghammar@vcu.edu Web address: www.vcu.edu/partnership/cdservices

Integrated Training Collaborative (ITC)This project coordinates Virginia’s personnel development and training for early intervention providers who offer supports and services under Part C of the Individuals with Disabilities Education Act (IDEA) - early intervention services for infants and toddlers with developmental delays and disabilities and their families. The ITC shares a commitment to a coordinated and consistent plan of pre-service and in-service training as part of a Comprehensive System of Personnel Development (CSPD), in order to ensure the provision of services by highly qualified personnel. The ITC brings together the experience and expertise

of providers, family members, university faculty, Part C staff, and other dedicated individuals to help implement training opportunities and enhance educational networking on behalf of infants and toddlers with developmental delays or disabilities and their families. (Funded by the Virginia Department of Mental Health, Mental Retardation, and Substance Abuse Services)Contact:Cori Hill (540) 943-6776corihill@ntelos.netWeb Address: http://www.infantva.org

Leadership Education in Neurodevelopmental Disabilities (Va-LEND)This advanced level training and leadership development program targets health professionals in 14 disciplines. The goals include the development of advanced clinical skills and leadership abilities in childhood neurodevelopmental disabilities. The program is a collaboration among the Partnership for People with Disabilities, the VCU School of Medicine, Department of Pediatrics, and the Virginia Department of Health, Title V Program. (Funded by the Maternal and Child Health Bureau, U. S. Department of Health and Human Services)Contact:Janet Willis (804) 828-0073 jhorsley@vcu.eduWeb Address: http://www.vcu.edu/partnership/val

School Nurses as Professional Partners: Supporting Educational Outcomes for Students with Low-Incidence Disabilities (SNAPP)The School Nurses as Professional Partners (SNAPP) program provides continuing education for school nurses related to working with students with disabilities and to obtain funding to provide partial funding for tuition for school nurses as they pursue a BS or MS degree. SNAPP pays tuition for the three SNAPP credit-bearing courses for nurses who participate in the project. Nurses who are enrolled or planning to enroll in RN to BS or RN to MS programs, and baccalaureate nursing students at one of the participating university schools of nursing, are eligible to apply. Practicing nurses with a BS or MS degree also may apply, but enrollment in a degree-granting program is required by several of the participating schools of nursing. Participating schools of nursing include: Hampton University, James Madison University, Radford University, Shenandoah University, University of Virginia, and Virginia Commonwealth University. In return, SNAPP Scholars agree to work as school nurses for one year. (Funded by the U. S. Department of Education) Contact:Bernice Allen (804) 828-8593ballen@vcu.edu Kristen Stahr (804) 828-9920 khstahr@vcu.edu

11

Ongoing Programs

Supporting People with Challenging Behaviors in VirginiaThe Partnership and the Virginia Autism Resource Center (VARC) developed a comprehensive training, mentoring, and endorsement process for Positive Behavioral Support (PBS) Facilitators. PBS Facilitators use a person-centered, team model to address the supports for individuals who need intensive, personalized approaches to behaviors that present challenges. This project provides funding for providers of supports and services to individuals with intellectual and other developmental disabilities to become PBS Facilitators. Providers can become PBS Facilitators through a standard process or an expedited process. The standard application process includes completion of PBS facilitator training sessions, completion of mentoring, preparation of a portfolio, and interviewing with an Endorsement Board. The expedited application process is available for practitioners who provide PBS on an ongoing basis and can document their knowledge and skills without training and mentoring. (Funded by the Virginia Department of Mental Health, Mental Retardation and Substance Abuse Services) Contact:Tera Yoder (804)828-3879 tyoder@vcu.edu

The Virginia Consortium for Teacher Preparation in Severe DisabilitiesThe Consortium is designed to increase the number of highly skilled teachers who

are endorsed in Severe Disabilities. The Consortium includes teacher education programs in severe disabilities from five participating universities: George Mason University, Norfolk State University, Radford University, University of Virginia, and Virginia Commonwealth University.A common licensing curriculum, which includes 33 graduate credit hours of coursework and field experiences, has been developed across participating universities. Each class uses video conferencing technology to establish real-time, interactive, multipoint conference instruction among the five university sites. For more information, visit the Consortium website at: http://www.kihd.gmu.edu/sdc. (Funded by the Virginia Department of Education and the U.S. Department of Education)Contact:Fred Orelove (804)828-3908forelove@vcu.edu

The Virginia Project for Children and Youth with Dual Sensory Impairments/Deaf-BlindnessThe Virginia Project for Children and Youth with Dual Sensory Impairments/Deaf-Blindness is a statewide program that offers technical assistance, training, distance education, and networking information to families, service providers, and individuals birth through 21, who are deaf-blind/dual sensory impaired. A toll free number (877) 295-7799 and an interactive web site are available to families, service providers, and others interested in obtaining and sharing information statewide. Basic

demographic and statistical information is maintained on individuals (grant regulations - National Deaf-Blind Census), birth through 21 years old throughout the State to assist with identification of needs for program development, training and research. Project personnel work closely with state and local agencies to coordinate service delivery, disseminate information regarding optimal practice interventions and facilitate improved outcomes by children and youth who are deaf-blind. (Funded by the Office of Special Education Programs, U.S. Department of Education)Contact:Valerie Luther (804)827-0195valuther@vcu.edu

Building Person-Centered OrganizationsThe project is a multi-state systems change collaborative designed to assist six state developmental disabilities (DD) agencies incorporate person-centered planning (PCP) tools and practices as integral components within the infrastructure of each state’s service delivery system.The project extends efforts currently underway in the six states to train provider agency staff, individuals receiving support, families and others in person-centered methods. Using a multilevel participatory approach, the project develops the capacity of each of the six states to provide, sustain, train and evaluate effective person-centered planning models through active inter-state collaboration, the provision of targeted technical assistance and the preparation and distribution of state-

12

Ongoing Programs

of-the-art educational and specialized materials. A dynamic Community of Practice was developed to help each participating state: (a) strengthen and expand the use of existing PCP models and practices, (b) assure existing PCP processes incorporate both formal and information support and community network assessment tools, (c) improve the training furnished to professionals, direct support staff and others in PCP practices and policies, and (d) build the capacity of individuals receiving support and their caregivers to access and maintain a network of community ties and friendships. (Funded by the Center for Medicare and Medicaid Services, U.S. Department of Health and Human Services)Contact:Tera Yoder (804)828-3879 tyoder@vcu.edu

Virginia Center for Self-Advocacy LeadershipThe Virginia Center for Self-Advocacy Leadership (VCSAL) provides young people who have developmental disabilities with different types of opportunities to acquire the knowledge and skills to become effective self-advocates and leaders, and to connect with other self-advocates throughout the state. The target groups are youth (ages 13 to 17) and young adults (ages 18 to 30) who are emerging leaders, including individuals living in poverty or from unserved or underserved communities. Emerging leaders will join with staff members and selected allies from across Virginia to form an

advisory board to provide direction for the project. VCSAL partners with school divisions and local, regional, and state agencies and organizations that involve, or wish to involve, self-advocates in issues important to their lives. (Funded by the Administration on Develpmental Disabilities, U. S. Department of Health and Human Services)Contact:Tera Yoder (804)828-3879tyoder@vcu.edu

VDOE Training and Technical Assistance Center (T/TAC)The T/TAC is part of a statewide network which offers a variety of services tailored to assist personnel in schools, interagency coordinating councils and state-operated programs. Its primary purpose is to improve educational opportunities and contribute to the success of children and youth with disabilities (birth-22 years). The T/TAC provides long-term technical assistance to programs desiring to create significant programmatic changes; offers local in-service training and regional workshops; publishes the T/TAC newsletter, Innovations and Perspectives, maintains a lending library of books, videotapes, assessment instruments, and assistive and instructional technology; and conducts consultations by phone, e-mail, site visits and visits to personnel in schools to provide evaluations and assistance. The T/TAC at VCU serves Superintendents Regions 1 and 8. (Funded by the Virginia Department of Education)Contact:Sandy Wilberger

(804) 827-1405swilber@vcu.edu Linda Oggel (804) 827-1400lsoggel@vcu.edu Web Address: http://www.vcu.edu/ttac

Systems TransformationThis project responds to Virginians and individuals with disabilities, along with their families and other supporters, who have long expressed their desire for greater choice and control in identifying, accessing, and managing the long-term services and supports they need to live successfully in their communities. Through self direction, individuals increase their ability to discuss, communicate, and direct their lifestyle choices. They gain access to information about the availability and use of supports and services, including creative and inclusive options for employment, housing, transportation, health care, and other supports that maximize life in the community. Moreover, resources are more efficiently allocated and expended when they are self-directed and support individuals rather than programs. (Funded by the Virginia Department of Medical Assistance Services)Contact: Tera Yoder (804) 828-3879 tyoder@vcu.edu

Center for Family Involvement and SupportThe Center for Family Involvement and Support is a collaboration between the Partnership for People with Disabilities and the Virginia Department of Education

13

Ongoing Programs

to implement a collection of activities to promote education and advocacy for parents and families of children with disabilities, birth through 22 years of age. Center for Family Involvement and Support activities address a need for parents and families to have adequate information, training, materials and supports to understand, participate in and guide decision making about programs and services that affect them and their children with disabilities. (Funded by the Virginia Department of Education) Contact:

(804) 827-0197 m sterli@vcu.edu

Self Advocacy MobilizationThis project implements a self-advocacy initiative that mobilizes individuals with disabilities to effect systems change at the local, regional, and statewide levels. A statewide committee links teams of self-advocates in selected communities, ensuring that self-advocates continue to occupy a lead role in directing their own lives and shaping disability policy and practice through promotion of self-determination and community inclusion at a local level. (Funded by the Virginia Board for People with Disabilities)Contact:Dana Yarbrough(804) 828-0352 dvyarbrough@vcu.edu Tera Yoder(804) 828-3879 tyoder@vcu.edu

Engaging Health Professionals and Families in Evidence-Based ResearchThe purpose of this Knowledge to Practice project is two-fold: 1) to enhance the leadership skills of MCH professionals and trainees by facilitating the transfer of knowledge and information related to MCH through web-based training, and 2) to engage family members of children with autism and genetic disorders to understand and consider participation in research related to MCH through an educational video/CD. This project is coordinated through the Va-LEND Program, Partnership for People with Disabilities in collaboration with Virginia Title V, the LEND network, and community partners. (Funded by the Maternal and Child Health Bureau, Health Resources and Services Administration) Contact: Janet Willis (804) 828-0073jwillis@vcu.edu Infant and Toddler Connection of RichmondThe ITC of Richmond is the local early intervention system in the city of Richmond. Virginia Commonwealth University, through the Partnership, serves as the local lead agency for implementation of the Part C program for infants and toddlers with disabilities and their families who live in Richmond. The Partnership has coordinated early intervention services in Richmond since 1985. (Funded by the U.S. Department of Education, Office of Special Education Programs, through the Virginia

Department of Mental Health, Mental Retardation, and Substance Abuse Services)Contact:Dena Buck(804) 827- 0198dmbuck@vcu.edu

School by School: Improving Outcomes for All StudentsThis initiative is a U.S. Department of Education Model Demonstration Project in Research and Innovation to improve outcomes for students, including students with disabilities, within the context of whole school reform. School by School seeks to develop a model process that will assist schools in improving components of their school programs in order to build their capacity to meet the learning needs of all of their students with the full range of abilities and needs. (Funded by U.S. Department of Education)Contact: Melanie Sterling (804)827-0197 mrsterli@vcu.edu

National Services Inclusion/AmeriCorps ProjectThe primary purposes of this project are (a) to increase the number of applications and the enrollment of individuals with disabilities in national and community service and volunteer opportunities in Virginia, and (b) to provide support to Virginia’s AmeriCorps and VISTA programs to enhance the success of programs that include people with disabilities as AmeriCorps members and as volunteers. This is accomplished through the

Melanie Sterling

r

14

Ongoing Programs

collective expertise and experiences of the collaborative partners: the Partnership for People with Disabilities, New Voices self-advocates, and the Virginia Commission for National and Community Services (VCNCS). The long term outcome is enriched communities that value contributions of individuals with disabilities. (Funded by the Virginia Department of Social Services)Contact: Dana Yarbrough(804) 828-0352 dvyarbrough@vcu.edu

Impact of Hearing Loss and Comorbidity on Virginia’s Children and FamiliesThe long-term research objectives are: (1) to determine how comorbid congenital anomalies affect the identification, evaluation, and treatment of children with hearing loss and, (2) to assess the overall impact of a dual diagnosis of hearing loss and other congenital anomaly on the child and the family. The goal is to improve coordination and delivery of services, and reduce barriers that interfere with children receiving appropriate and timely intervention for hearing loss. This research project is a collaborative effort of the Partnership for People with Disabilities and the Virginia Department of Health. (Funded by the CDC’s National Center for Birth Defects and Developmental Disabilities, through a cooperative arrangement with the Association of University Centers on Disabilities. )

Contact: Kathleen Bodisch Lynch(804)828-9580kblynch@vcu.edu

Family to Family Health Information & Education CenterThe Partnership for People with Disabilities, in collaboration with Medical Home Plus (MHP), Parent to Parent of Virginia (PTPofVA), and Family Voices of Virginia (FV of VA), established Virginia’s Family to Family Health Information and Education Center (called VA F2F). The VA F2F Center builds on the work begun by the VA INFO Center at Medical Home Plus. The VA F2F Center focuses on: • Individual Advocacy (MHP): Through a website and toll free number, parents of Children and Youth with Special Health Care Needs (CYSHCN) have access to information and resources to help them make decisions about their children’s health care needs, and to access community supports. • Peer Advocacy (PTPofVA): Parents of Children and Youth with Special Health Care Needs receive one to one emotional support through a network of experienced and trained parents. • Systems Advocacy (the Partnership, FV of VA, and PTPofVA): A cadre of parents of Children and Youth with Special Health Care Needs are trained as parent leaders advocating to improve the health care system in Virginia. (Funded by The Health Resources and Services Administration, U.S. Department of Health and Human Services)

Contact: Bernice Allen(804) 828-8593 ballen@vcu.edu Eileen Hammar(804) 827-0202eghammar@vcu.edu

Note: Additional information regarding the programs listed above can be found by visiting the Partnership's website at www.vcu.edu/partnership/programs

15

I. CLASSROOM RELATED INTERDISCIPLINARY TRAININGThe Partnership is committed to training and educating the next generation of professionals in disability related service,

training, research and policy. Training activities focus on preparing students and professionals in the human services,

social work, psychology, education, genetics, and health professions to understand and meet the needs of persons with

disabilities and their families. In FY 2008, the interdisciplinary training program trained 43 students in 10 disciplines, which

are described in the charts below:

Training & Outreach

Trainees by disciplineTrainees by Academic Level, LEND and Non – LEND Trainees

Undergraduate 5Masters 27Doctoral 11

Total: 43

Special Education 3Genetics 7Nursing 18Nutrition 2Occupational Therapy 2Psychology 3Physical Therapy 4Rehabilitation 1Social Work 1Other 2

TOTAL: 43II. OUTREACH EVENTS BY CORE FUNCTIONOutreach Activities by Core Function

The Administration on Developmental Disabilities, which designated the Partnership for People with Disabilities as

Virginia’s university center for excellence in developmental disabilities, requires that we perform core functions in the

areas of training, technical assistance, research and evaluation, and information development and dissemination. The

data that follow summarize the extent of these activities during FY 2008:

Breakdown of Participants by Core Function

Training Trainees 145

Technical Assistance/Training 38,373

Direct and/or Demonstration Services 193

Research and Evaluation 32,902

Information Dissemination 39,762

Total: 111,375

Participants by Type and Number

Classroom Students 2,542

Professionals/Paraprofessionals 66,431

Family Members/Caregivers 35,852

Adults with Disabilities 898

Children with Special Health Care Needs 175

Legislators/Policy Makers 18

General Public 559

Total: 111,375

16

The Partnership for People with Disabilities administers programs that are funded by grants from public and private

sources, including federal and state agencies, and local foundations. The grants and contracts vary in length from one

to five years. Each award is administered on a cost reimbursement basis.

TOTAL INCOME: $10,013,460

GRANTS & CONTRACTS: $9,468,837

Federal$2,712,624

29%

Other $475,384

5%

State $6,280,829

66%

IN-KIND CONTRIBUTIONS: $349,122

AdministrativeFacilities$130,870

37%

CommunitySupport$48,201

14%

UniversityPersonnel$170,051

49%

Fees & Other$195,501

2%In-Kind

Contributions $349,122

3%

Grants & Contracts

$9,468,83795%

Funding Sources FY 08

17

Publications JULY 1, 2007- JUNE 30, 2008

REFEREED JOURNAL ARTICLES

Amankwaa, L., & Pickler, R.H. (2007). Measuring maternal responsiveness. The Association for Black Nursing Faculty Journal, 18(1), 4-15.

Bodurtha, J.N., Quillin, J.M., Tracy, K.A., Borzelleca, J., McClish, D., Wilson, .B., Jones, R.M., Quillin, J., & Bowen, D. (2007). Recruiting diverse patients to a breast cancer risk communication trial : Waiting rooms can provide access. Journal of the National Medical Association, 99(8), 917-922.

Conroy, M., Sutherland, K.S., Haydon, T., Stormont, M., & Harmon, J. (in press). Preventing and ameliorating young children’s chronic problem behaviors: An ecological classroom-based approach. Psychology in Schools.

Conroy, M., Sutherland, K.S., Synder, A., & Marsh, S. (2008). Class-wide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40(6), 24-30.

Dusing, S.C. (2007). Developmental outcomes in children with Hurler Syndrome after stem cell transplantation. Developmental Medicine and Child Neurology, 49, 646.

Dusing, S.C., Thorpe, D.E., Mercer, V.S., Rosenberg, A. E., Poe, M.D., & Escolar, M.L. (2007). Temporal and special gait characteristics of children with Hurler syndrome after umbilical cord blood transplantation. Physical Therapy, 87(8), 978-985.

Dusing, S.C., Thorpe, D.E., Poe, M.D., Rosenberg, A.E., Mercer, V.S., & Escolar, M.L. (2007). Gross motor development of children with Hurler syndrome after umbilical transplantation. Physical Therapy, 87(11), 1433-1440.

Gentry, T., Wallace, J., Kvarfordt, C., & Lynch, K. B. (2008). Personal digital assistants as cognitive aids for individuals with traumatic brain injury: A community-based trial. Brain Injury, 22(1), 19-24.

Goin-Kochel, R. P., Mackintosh, V.H., & Myers, B.J. (2007). Parental reports on the use of treatments and therapies for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 1, 195-209.

Goin-Kochel, R.P., Myers, B.J., Hendricks, D.R., Carr, S.E., & Wiley, S.B. (2007). Early responsiveness to intensive behavioral intervention predicts outcomes among preschool children with autism. International Journal of Disability, Development, and Education, 54 (2), 154-175.

Gregory, S.G., Speer, M.C., Bodurtha, J.; NTD Collaborative Group. (2008). Refinements of 2q and 7p loci in a large multiplex NTD family. Birth Defects Research: Part A, Clinical & Molecular Teratology, 82(6), 441-452.

Kauffman, J.M., Conroy, M., Gardner, R., & Oswald, D. (2008). Cultural sensitivity in the application of behavior principles to education. Education and Treatment in Children, 31, 239-262.

Martin, H.R., Poe, M.D., Reinhartsen, D., Pretzel, R.E., Roush, Rosenberg, A.E., Dusing, S.C., & Escolar, M.L. (2008). Methods for assessing neurodevelopment in lysosomal storage diseases and related disorders: a multidisciplinary perspective. Acta Paediatrica, (97) (s457), 69–75.

Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J. ,& Carter, T. (in press). Exploring faculty learning communities: Building connections among teaching, learning, and technology, Journal of Teaching and Learning in Higher Education, 20 (1) .

Oswald, D.P., & Sonenklar, N.A. (2007). Medication use among children with autism spectrum disorders. Journal of Child and Adolescent Psychopharmacology, 17, 346-353.

Quillin, J.M., Bodurtha, J.N., & Smith, T.J. (2008). Genetics assessment at the end of life: Suggestions for implementation in clinic and future research. Journal of Palliative Medicine, 11(3), 451-458.

Stamm, D.S., Siegel, D.G., Mehltretter, L., Connelly, J.J., Trott, A., Ellis, N., Zismann, V., Stephan, D.A., George, T.M., Vekemans, M., Ashley-Koch, A., Gilbert, J.R., Sundaram, U.T., McDonald-McGinn, D.M., Huff, D., Emanuel, B.S., Zackai, E.H., Driscol, D.A., & Bodurtha, J.(2007). Primary amenorrhea and absent uterus in the 22q11.2 deletion syndrome. American Journal of Medical Genetics, 143(17), 2016-2018.

Sutherland, K.S., Lewis-Palmer, T., Stichter, J., & Morgan, P. (2008). Examining influences of teacher behavior and classroom context on the behavioral and academic

18

outcomes for students with emotional or behavioral disorders. Journal of Special Education, 41, 223-233.

Sutherland, K.S., & Snyder, A. (2007). The effects of peer tutoring and self-graphing on the reading fluency and classroom behavior of middle school students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 15, 103-118.

Wunderlich, C.A., Pariseau, C., Willis, J.H., Reddy, M., & Bodurtha, J. (2008). The role of pediatric physical medicine and rehabilitation in national Leadership Education in Neurodevelopmental Disabilities (LEND) program: The Virginia experience. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach, 1(1), 37-45.

NON-REFEREED JOURNALS

Sutherland, K.S., Carter, E., Farmer, T.W., Hoover, H., & Kostewicz, D. (2007). Re-examination of effective classroom management with focus on learners with or at risk for emotional/behavioral disorders. Monograph. Reston, VA: Division of the Council for Children with Behavior Disorders.

BOOKS/CHAPTERS

Accardo, P.J. (2008). Neurodevelopmental disabilities in infancy and childhood. Volume I : Neurodevelopmental diagnosis and treatment. (3rd ed.).Baltimore: Paul H. Brookes Publishing Co.

Accardo, P.J. (2008). Neurodevelopmental disabilities in infancy and childhood. Volume II: The spectrum of neurodevelopmental disabilities. (3rd ed.). Baltimore: Paul H. Brookes Publishing Co.

Bodurtha, J.N., Jaworski, M., & Sundaram, U.T. (2008). Turner Syndrome. In P.J. Accardo (Ed.), Neurodevelopmental disabilities in infancy and childhood. Volume II: The spectrum of neurodevelopmental disabilities. (3rd ed.). Baltimore: Paul H. Brookes Publishing Co.

Hill, C. (2008). The slide. In J.Canfield, M.V. Hansen, H. McNamara,& K. Simmons (Eds), Chicken soup for the soul: Children with special needs. Deerfield Beach, FL: Health Communications, Inc.

McManus, S., Smith, F. G., & Jones, S. (in press). Assistive technology. In P. Wehman and C. Thoma (Ed.) Life beyond the classroom (4th ed.)Baltimore: Paul H. Brookes Publishing Co.

Oswald, D.P., & Coutinho, M.J. (2007). On disaggregating disability, whatever that means. In J.B. Crockett, M. M. Gerber, & T.J. Landrum (Eds.), Achieving the radical reform of special education: Essays in honor of James M. Kaufman (pp.5-14). Mahwah, NJ: Lawrence Erlbaum Associates.

Oswald, D.P., Coutinho, M.J., Johnson, J.W., Larson, J., & Mazefsky, C.A. (2008). Student, parent, and teacher perspectives on barriers and facilitators to school success for students with Asperger’s Syndrome. In B.K. Shapiro and P.J. Accardo (Eds.), Autism frontiers: Clinical issues and innovations. (pp. 137-151). Baltimore: Paul H. Brookes Publishing.

Snyder, A. L., Sutherland, K. S., Dell, K. R., & Doval, E. C. (in press). The Good Behavior Game an öffentlichen Schulen – Anwendungsmöglichkeiten und Chancen. In C. Hillenbrand & K. Putz (Hrsg.). KlassKinderSpiel. Spielerisch Verhaltensregeln lernen (Amerikanische Ideen in Deutschland). Hamburg: Edition Körber.

Sundaram, U.T., & Bodurtha, J.N. (2008). Genetics. In P.J. Accardo (Ed.), Neurodevelopmental disabilities in infancy and childhood. Volume I : Neurodevelopmental diagnosis and treatment. (3rd ed.).Baltimore: Paul H. Brookes Publishing Co.

Sutherland, K. S., & Thoma, C. A. (in press). Preventing school dropout by promoting increased engagement of students with disabilities. In G. Schulze, & M. Wittrock (Eds.), Children at risk in family and school. Oldenburg, Germany: University of Oldenburg.

Sutherland, K. S., & Farmer, T. W. (in press). Classroom contexts and problem behavior. In G. D. Sideridis & T. A. Citro. Best practices in learning disabilities: Bridging the gap between research and practice. Boston: LDW.

Willis, J.H., & Shockey, W.L. (2008). Serving children with special needs. In M.J. Martin, & C.B. Oakley (Eds.), Managing child nutrition programs: Leadership for excellence. ( 2nd ed., pp. 445-476). Sudbury, MA: Jones and Bartlett Publishers, Inc.

Publications

19

EDUCATIONAL MODULES

Alexander, N., Bodurtha, J., Priestly, J., & Schlesinger, J. (2008). Family history web-based module. Richmond, VA: School of Medicine, Virginia Commonwealth University.

Wever, D., Bodurtha, J., Priestly, J., & Schlesinger, J. (2008). Newborn screening web-based module. Richmond, VA: School of Medicine, Virginia Commonwealth University.

REVIEWS/EDITORIALS

Oswald, D.P. (2007). Whither mental retardation [Review of the book Intellectual disability: Understanding its development, causes, classification, evaluation, and treatment]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 52 (No. 22), Article 7.

HANDBOOKS/GUIDEBOOKS

Croasdaile, S. (2008). Using e-collaboration in education at the inter-organizational level. In J. Salmons & L. Wilson (Eds.), Handbook of research on electronic collaboration and organizational synergy. Hershey, PA: Information Science Reference.

O’Neill, P. (2007). Abuse and neglect of children with disabilities: A collaborative response: A guidebook. Richmond, VA: Partnership for People with Disabilities, Virginia Commonwealth University.

Yarbrough, D., & Hammar, E. (Eds.). My choice, my control, my community booklet. Richmond, VA: Partnership for People with Disabilities, Virginia Commonwealth University.

Yoder, T., Yarbrough, D., & Dinora, P., (Eds.). Community learning experience: A guide for mobilization teams. Richmond, VA: Partnership for People with Disabilities, Virginia Commonwealth University

WEB PUBLICATIONS

Cann, J., & Ogburn, E.S. (2007). Virginia’s Medicaid waivers for persons with disabilities, their parents and caregivers. Richmond, VA: Va-LEND Program, Partnership for People with Disabilities, Virginia Commonwealth University.[http://www.vcu.edu/partnership/valend]

DOCTORAL THESIS

Smith, F. G. (2008). Perceptions of universal design for learning (UDL) in college classrooms. Ed.D. dissertation, The George Washington University, United States -- District of Columbia. Retrieved September 21, 2008, from Dissertations & Theses @ George Washington University - WRLC database. (Publication No. AAT 3296852).

MASTER’S THESES

Alexander, N.* (2008). Evaluation of a web-based learning module on family history. (Master’s thesis). Richmond, VA: Virginia Commonwealth University.

Thomas, M.* (2008). Intelligibility of speech of individuals with mosaic Down syndrome. (Master’s thesis). Richmond, VA: Virginia Commonwealth University.

Waxler, J.* (2008). Gene smart. (Master’s thesis). Richmond, VA: Virginia Commonwealth University.

* Va-LEND trainee or graduate.

Publications

20

PAT ACCARDO Core Faculty, Developmental Pediatrics, Va-LEND Program

BERNICE ALLEN Program Group Leader JEWEL ANDERSON Senior Fiscal Technician

MARIE ANzALONECore Faculty, Occupational Therapy, Va-LEND Program

SHEILA ASHLEY Program Specialist, T/TAC

VICKI BEATTY Family Linkages Specialist, Infant and Toddler Connection of Richmond

CHERYL BISHOP Office Manager, T/TAC

JOANN BODURTHA Director, Va-LEND Program

KAY BROUGH HR Specialist

DEANA MCGUIRE BUCK Program Group Leader

RENEE BULLANO Program Specialist, T/TAC

FRANK M. BUTTS Core Faculty, Audiology,Va-LEND Program

MARY CHAPINCore Faculty, Nursing Va-LEND Program

SUSANNE CROASDAILE Program Specialist, T/TAC

CHARLES DANIEL IT Specialist II

MELINDA DEBREW Grants Specialist

MOLLY DELLINGER-WRAY Project Director

PARTHY DINORA Organizational Specialist in Evaluation

KELLY DUBOSE Service Coordinator, ITC of Richmond

LAURA DUNCAN Core Faculty, Nutrition,Va-LEND Program

KAREN DURST Technical Assistance Consultant - Part C

ROSE EANES Program Support Technician, T/TAC

JOY ENGSTROMProgram Specialist, T/TAC

FRANK FARRINGTON Affiliated Faculty, Pediatric Dentistry, Va-LEND Program

JESSICA FLEENORProject Assistant

CHRIS FRAWLEY Program Specialist, T/TAC

ERIK FROEHLICH Information/Technology Specialist, T/TAC

DONNA GILLESAssociate Director, Operations

EILEEN HAMMAR Project Coordinator

BETTY HARRELL Events Coordinator

ASHLEY HATCHELAdministrative Assistant Va-LEND

PHYLLIS HAYNES Program Specialist, T/TAC

ERIN HICKEYInformation and Training Specialist

CORI HILL Program Specialist in Training, Integrated Training Collaborative

JEN HINES Library Assistant/Office Support, T/TAC

BELINDA HOOPER Coordinator, UPLink Project

KAREN HOOVER Program Specialist, T/TAC

ANN HUGHES Training and Technical Assistance Specialist - Deaf/Hard of Hearing SHARON JONES Program Specialist, T/TAC

MICHAEL KING Core Faculty, Speech and Language Pathology, Va-LEND Program

ROSEMARY LAMBIE Director Emerita, Behavioral Intervention Program

KELLY LIGON Program Specialist, T/TAC

CHARISSE LOOSLI Program Specialist

VALERIE LUTHER Consumer Outreach Specialist, VA Deaf Blind Project

KATHLEEN LYNCH Program Specialist in Evaluation

CONSTANCE LYNN (ret.) Administrative and Program Specialist III

DAWN MACHONIS Program SpecialistCommunity Support

MALINDA MACON Senior Fiscal Technician

ANN MCMILLAN Program Development Specialist

BROOKE MILESReceptionist

SOLOMON MILESSelf-Advocate Training Specialist

JACLYN MILLER Core Faculty, Social Work, Va-LEND Program

DAVID MILLS Technical Assistance Consultant-Part C

SUE MURDOCK Program Evaluator

BARBARA MYERS Discipline Coordinator, Psychology

The Partnership Staff

21

Publications

JOAN LOVEGREN-O'BRIEN Program Specialist, T/TAC

ELAINE OGBURN Family Mentorship Specialist, Va-LEND Program LINDA OGGEL Co-Director and Program Specialist, T/TAC

FRED ORELOVE Executive Director DONALD OSWALD Core Faculty, Psychology, Va-LEND Program

SUE PALKO Program Specialist, T/TAC

KYLA PATTERSON Technical Assistance Consultant - Part C LAURA PETERS Program Specialist, T/TAC

RITA PICKLER Discipline Coordinator, Nursing

BOBBI PIGUETAdministrative Assistant

NICOLE RADA Program Specialist

MARILYN RICEProgram Specialist, Include Me

LORETTA SCOTT-JARRETT Service Coordinator, ITC of Richmond

JOANNE SHELTON Administrative and Program Specialist III

PEGGY SINCLAIR-MORRISProject DirectorVA Deaf-Blind Project FRAN SMITH Program Specialist, T/TAC

SANDY SPRAGUEProject Director Center for Family Involvement

KRISTEN STAHR Program Support Specialist

MELANIE STERLING Project Coordinator

KEVIN SUTHERLAND Core Faculty, Special Education, Va-LEND Program

MARY SWINGLEProgram Administration

BILL TINSLEY (ret.)Director, Marketing and Development

BETH TOLLEY Technical Assistance Consultant - Part C MONICA UHL Program Specialist

RACHEL VALENTITraining Specialist

LAUREN VANNER-NICELY Core Faculty, Genetic Counseling Va-LEND Program

JOEY WALLACE Executive Director, The NewWell Fund

LAKEISHIA WHITE Offices Services Specialist Part C

MARY LYNN WHITE Inclusion Program Specialist, Include Me SANDY WILBERGER Co-Director and Program Specialist, T/TAC

JANET WILLIS Assistant Director, Va-LEND Program

KATHE WITTIG Program Specialist, T/TAC

SARAH WRIGHT Program Support Technician, T/TAC

DANA YARBROUGH Program Group Leader

TERA YODER Associate Director, Community Supports

The Partnership Staff

22

KEVIN W. ALLISONAssociate Dean for Community ActivitiesCollege of Humanities & SciencesVirginia Commonwealth UniversityRichmond,VA

PAUL B. BABCOCKSenior Vice President Arc of the Virginia PeninsulaHampton, VA

JANE BROWNDirector of Community PartnershipsVirginia Department of Social ServicesRichmond, VA

NANCY R. BULLOCKDirector, Children with Special Health Care Needs ProgramDivision of Child and Adolescent Health Virginia Department of HealthRichmond, VA

H. DOUGLAS COxAssistant SuperintendentDiv. of Special Education & Student ServicesVirginia Department of EducationRichmond, VA

WILLIAM L. DEWEY (Chair)Professor, Department of Pharmacology and ToxicologyVirginia Commonwealth UniversityRichmond, VA

DEBE FULTSdisAbility Resource CenterFredericksburg, VA

PHYLLIS GROOMS-GORDONExecutive Director, Virginia Institute of Social ServicesTraining ActivitiesRichmond, VA

ERMA HILL (Vice-Chair)Parent and AdvocateRichmond, VA

RAYMOND E. HOPKINSCommissioner, Virginia Department for the Blind and Vision ImpairedRichmond, VA

BRYAN LACYAdvocateRichmond, VA

SHELLY LANEProfessor & Chair, Department of Occupational TherapyAssistant Dean of ResearchVirginia Commonwealth UniversityRichmond, VA

RONALD L. LANIERDirector, Virginia Department for the Deaf & Hard of Hearing Richmond, VA

KAREN LAWSONPolicy Manager, Policy & Research DivisionDepartment of Medical Assistance ServicesRichmond, VA

HEIDI LAWYERDirector, Virginia Board for People with DisabilitiesRichmond, VA

KATHY MAYBEEParent Educational AdvocacyTraining CenterRichmond, VA

LISA SHEHIExecutive AssistantVirginia Office for Protection and AdvocacyRichmond, VA

WILLIAM “BILL” PETERSON, MSW, PhDVirginia Department for the AgingRichmond, VA

JAMES A. ROTHROCKCommissionerVirginia Department of Rehabilitative ServicesRichmond, VA

ROSE STITH SINGLETONParent and AdvocateRichmond, VA

SHELTON STEVENSAdvocatePortsmouth, VA

TEJA STOKESAssistant Commissioner for Special ProjectsVirginia Department of Mental Health, Mental Retardation, and Substance Abuse ServicesRichmond, VA

BEVERLY WARRENDean, School of EducationVirginia Commonwealth UniversityRichmond, VA

DAVID YOUNGAdvocateAnnandale, VA

The Consumer Advisory Council is comprised of individuals with disabilities, family members, representatives of local and

state disability agencies, and university officials. The Council assists the Partnership with the development of plans to meet

the needs of individuals with disabilities and their families, and reviews program goals and direction.

Consumer Advisory Council 2008-09

23

STEVE FITCHETTVice PresidentPrintegrationRichmond, VA

HENRY S. FINEFinancial AdvisorNorthwestern Mutual Financial NetworkRichmond, VA

JAMES D. RORRERManaging DirectorCapital Advisory GroupRichmond, VA

MCLAIN T. O’FERRALL, JR.President, First Courier ExpressRichmond, Virginia

JuDY PAHRENSenior Vice PresidentCapital One Services, Inc.Richmond, Virginia

The Resource Development Board is a coalition of business and community leaders dedicated to helping the

Partnership locate and acquire funding from private sources to support programs for individuals with disabilities.

Resource Development Board

First Courier Express

24

StaffNew Voices, Visions,and Approaches

The Partnership is proud to be an agent of change in the movement to provide the highest

quality of support and service to individuals with disabilities and their families. Going

forward, the Partnership will work to create new initiatives, continue or expand current

initiatives, and collaborate with others on initiatives that are in line with our mission and

core values.

The Partnership will work to expand its agenda to include the wider political, social, and

ethical issues that affect the lives of individuals with disabilities in Virginia. Themes that

emerge consistently across all program areas are equality, empowerment, inclusion, health,

and community services.

As Virginia’s university center for excellence in developmental disabilities, we are committed

to increasing the pool of well-trained and qualified education, direct service, and health

professionals; advocating for the economic and human resources needed to support

individuals with disabilities to live, work and play as full participants in their communities;

and expanding the information and tools that are prerequisites to implementation of

highly effective practices.

Our commitment: Linking people. Changing lives.

The Partnership for People with Disabilities is affiliated with the School

of Education at Virginia Commonwealth University.

25

From left to right: Michael Gamel-McCormick, PhD, President, Association of university Centers on Disabilities; Melissa Bellin, PhD, Assistant Professor, university of Maryland-Baltimore; William Kiernan, PhD, Past President, Association of university Centers on Disabilities

Congratulations

Melissa Bellin, a graduate of the Partnership's Va-LEND Program was named Young Disability Professional of 2008 by the Association of university Centers on Disabilities (AuCD)

26

Partnership for People with Disabilities

700 East Franklin Street, 10th Floor

P.O. Box 843020

Richmond, VA 23284-3020

Telephone: (804) 828-3876

Fax (804) 828-0042

TTD: 1(800) 828-1120

www.vcu.edu/partnership

The Partnership is a university center for excellence in developmental disabilities, with support from the Administration on Developmental Disabilities,U.S. Department of Health and Human Services

Virginia Commonwealth University is an equal opportunity, affirmative

action university providing access to education and employment without

regard to age, race, color, national origin, gender, religion, sexual orientation,

veteran’s status, political affiliation or disability.