The Center For Developmental Disabilities Inc

TO HELP CHILDREN & ADULTS WITH DIFFERING ABILITIES ACHIEVE THEIR DREAMS BY OVERCOMING BARRIERS TO LIVING, WORKING AND LEARNING IN THE COMMUNITY OF THEIR CHOICE.

THE CENTER'S ADULT RESIDENTIAL PROGRAM ALSO CONSISTS OF 11 SUPERVISED INDIVIDUALIZED RESIDENTIAL ALTERNATIVES (IRAS) AND 3 SUPPORTIVE IRAS WHICH ARE A TYPE OF COMMUNITY RESIDENCE THAT PROVIDES ROOM, BOARD AND INDIVIDUALIZED SERVICE OPTIONS. SUPERVISED IRAS PROVIDE 24-HOUR STAFF SUPPORT AND SUPERVISION FOR UP TO 14 RESIDENTS, WHEREAS SUPPORTIVE IRAS ARE LIMITED TO 3 OR FEWER INDIVIDUALS AND PROVIDE NEED-BASED SUPPORTS AND SERVICES FOR THOSE WHO ARE LIVING IN THEIR OWN HOUSES OR APARTMENTS, BUT DO NOT REQUIRE 24-HOUR SUPERVISION. DAY SERVICES ARE ALSO AVAILABLE FOR INDIVIDUALS LIVING IN IRAS AND MAY INCLUDE DAY HABILITATION, PREVOCATIONAL SERVICES AND SUPPORTED EMPLOYMENT. DEPENDING ON THE INDIVIDUAL'S SKILL LEVEL, SOME MAY BE COMPETITIVELY EMPLOYED.

THE CHILDREN'S DAY PROGRAM, A DIVISION OF THE CENTER FOR DEVELOPMENTAL DISABILITIES, INC., IS A 12 MONTH EDUCATIONAL PROGRAM SERVING CHILDREN AGES 5-21 WHO HAVE EDUCATIONAL CLASSIFICATIONS OF AUTISM (A), INTELLECTUAL DISABILITY (ID) OR MULTIPLE DISABILITIES (MD). STUDENTS ARE REFERRED TO THE PROGRAM THROUGH THEIR HOME SCHOOL DISTRICT WHEN THEIR IEP GOALS AND EDUCATIONAL NEEDS CANNOT BE MET IN THEIR CURRENT PLACEMENTS. WE PRESENTLY SERVE STUDENTS LIVING IN NASSAU AND SUFFOLK COUNTIES AS WELL AS NEW YORK CITY. CLASSROOMS HAVE STAFFING RATIOS OF EITHER 6:1:2 OR 9:1:3. OUR GOAL IS TO PROVIDE QUALITY EDUCATIONAL PROGRAMMING IN ORDER TO INCREASE EVERY STUDENT'S LEVEL OF INDEPENDENCE SO HE OR SHE IS ABLE TO PARTICIPATE MORE EFFECTIVELY IN THE COMMUNITY. THE CLASSROOM CURRICULUM COVERS ACADEMIC SUBJECTS SUCH AS ENGLISH LANGUAGE ARTS, MATHEMATICS, SCIENCE AND SOCIAL STUDIES, WHILE ALSO FOSTERING THE DEVELOPMENT OF EACH STUDENT'S DAILY LIVING SKILLS AND SOCIAL SKILLS. STUDENTS RECEIVE DIRECT INSTRUCTION IN EACH AREA AND ARE PROVIDED WITH OPPORTUNITIES TO DEMONSTRATE THEIR SKILLS IN REAL AND SIMULATED SITUATIONS. COMPUTER AND TECHNOLOGY EDUCATION ARE A PART OF EACH CLASSROOM'S WEEKLY SCHEDULE. STUDENTS HAVE THE OPPORTUNITY TO VISIT THE COMPUTER LAB WHERE THEY CAN IMPROVE UPON THEIR ATTENTION TO TASK, THEIR ABILITY TO TYPE AND ACCESS COMPUTER PROGRAMS AND ACADEMICS. AT TIMES, STUDENTS ALSO USE THE COMPUTER AS A MEANS TO ENGAGE IN APPROPRIATE RECREATIONAL ACTIVITIES. STUDENTS ARE ALSO PROVIDED OPPORTUNITIES TO PARTICIPATE IN ENGAGING, INTERACTIVE LESSONS PRESENTED ON SMART BOARDS AND A SMART TABLE. ADDITIONALLY, CLASSROOMS ALSO HAVE ACCESS TO IPADS AND PROX TALKERS TO BE USED AS EDUCATIONAL TOOLS.

THE CENTER'S ADULT RESIDENCE PROGRAM CONSISTS OF SIX INTERMEDIATE CARE FACILITIES (ICFS), WHICH ARE THE MORE TRADITIONAL TYPE OF GROUP HOMES GOVERNED BY THE NEW YORK STATE OFFICE FOR PEOPLE WITH DEVELOPMENTAL DISABILITIES (OPWDD). INTERMEDIATE CARE FACILITIES OUR INTERMEDIATE CARE FACILITIES ARE THE CENTER'S LARGER RESIDENTIAL FACILITIES, WITH 8-12 PEOPLE WITH DEVELOPMENTAL AND INTELLECTUAL DISABILITIES LIVING IN A CO-ED PRIVATE HOME IN DIVERSE COMMUNITIES IN NASSAU COUNTY. THESE HOMES ARE STAFFED 24 HOURS A DAY, AND GENERALLY HAVE A FULL-TIME HOUSE MANAGER AND ASSISTANT HOUSE MANAGER ASSIGNED FOR OVERSIGHT AND DAY-TO-DAY OPERATIONAL PURPOSES. THE CENTER STRIVES TO MAKE EACH RESIDENCE A TRUE, HOME-LIKE ENVIRONMENT WHILE ACTIVELY PROVIDING PROGRAMMING TO EACH PERSON ON AN INDIVIDUALIZED BASIS. THE TREATMENT TEAM APPROACH IS USED TO ASSESS A PERSON'S CAPABILITIES AND NEEDS FOR MEDICAL AND CLINICAL AREAS, AS WELL AS INDEPENDENT LIVING, AND COMMUNITY INTEGRATION SKILLS. GOALS ARE DEVELOPED TO ASSIST EACH PERSON IN ACHIEVING THE MAXIMUM LEVEL OF INDEPENDENCE POSSIBLE, WHICH, IN TURN, MAY HELP THE PERSON BE ABLE TO MOVE TO A LESS-RESTRICTIVE ENVIRONMENT IN THE FUTURE. THE QIDP (QUALIFIED INTELLECTUAL DISABILITIES PROFESSIONAL) IS CHARGED WITH THE DEVELOPMENT AND MONITORING OF THE PERSON'S OVERALL PLAN OF CARE, ENSURING THAT A PERSON'S NEEDS ARE MET ADEQUATELY AND IN A TIMELY MANNER. THE PERSON-CENTERED MODEL OF ADMINISTERING A TREATMENT PLAN CONSISTING OF INDIVIDUALIZED GOALS AND PROGRAMMING, ENSURES THAT THE PERSON IS AN ACTIVE PART OF THE PLANNING PROCESS TO THE EXTENT THAT S/HE IS CAPABLE - OR WANTS - TO PARTICIPATE. CLINICAL SERVICES, SUCH AS PSYCHOLOGY AND SPEECH SERVICES, AS WELL AS NURSING SERVICES, ARE PART OF THE MULTI-FACETED APPROACH TO THE LIFE-LONG LEARNING AND SUPPORT OFFERED IN AN ICF SETTING. FAMILY MEMBERS ARE AN INTEGRAL PART OF THE TREATMENT TEAM AND ARE ENCOURAGED TO BE ACTIVELY INVOLVED IN THE PLANNING, AND THE EVERYDAY EXECUTION OF THE TREATMENT PLAN. CONSISTENCY IS KEY TO AN INDIVIDUAL'S SUCCESS, THEREFORE, THE PARTICIPATION OF FAMILY, ESPECIALLY WHILE A LOVED ONE IS ON HOME VISITS, INCREASES THE SUCCESS RATE OF THE PERSON. THE STAFFING RATIO IN AN ICF IS TYPICALLY A 1:3 (1 STAFF TO 3 RESIDENTS) MODEL, WITH VARIATIONS BASED ON THE NEEDS OF THE INDIVIDUALS LIVING IN THE HOME. IN ADDITION, THERE IS A 24-HOUR ON-CALL SYSTEM FOR STAFF TO REACH PROGRAM AND NURSING ADMINISTRATORS IN THE EVENT THAT ADDITIONAL SUPPORTS ARE REQUIRED. THE ICF PROGRAM PROVIDES OPPORTUNITIES TO OUR RESIDENTS THAT ARE "NORMALIZED", YET MAY HAVE NEVER BEEN AVAILABLE IN THE PAST, AS WE STRIVE FOR COMMUNITY INCLUSION IN THE NEIGHBORHOODS IN WHICH WE LIVE AND WORK. SEEKING IDEAS AND INPUT FROM ALL PEOPLE, A WIDE VARIETY OF CHOICES ARE PROVIDED TO ENCOURAGE AND INTRODUCE NEW AND DIVERSE INTERESTS.THE ADULT RESIDENCE PROGRAM STRIVES TO INVOLVE EACH AND EVERY PERSON AND THEIR FAMILY MEMBERS IN ALL ASPECTS OF THE PERSON'S LIFE: SEEKING A HIGHER OVERALL QUALITY OF LIFE THROUGH COMMUNITY INCLUSION AND SKILL ACQUISITION, WHILE MAINTAINING QUALITY PROGRAMMING. THE NEVER-ENDING QUEST FOR HELPING PEOPLE WITH DEVELOPMENTAL / INTELLECTUAL DISABILITIES AND AUTISM IN REACHING INCREASED LEVELS OF INDEPENDENCE SERVES AS AN INCENTIVE FOR ALL STAFF, WHETHER DIRECT SUPPORT OR ADMINISTRATION, TO PROVIDE LIMITLESS SUPPORT IN A CARING, HOME ENVIRONMENT.