The Tolbert Center's model service delivery makes an important contribution to its teaching and research efforts. The synergism among service delivery, teaching, and research leads to continuous change in all areas as knowledge increases, "best practices" are identified, and service needs recognized. Tolbert Center faculty and staff are engaged in services that offer a model for students to emulate and researchers to investigate, while helping to meet the service needs of people with developmental disabilities and their families. Tolbert Center faculty and staff incorporate the following service principles into all education, research, and service activities.

Application of State and Federal Regulations: Many state and federal statutes and regulations provide safeguards and supports for people with developmental disabilities and their families. Knowledge and application of the statutes and regulations are key elements of "best practices" service delivery. Particularly important laws are the Individuals with Disabilities Education Act the Rehabilitation Act of 1973 and its Section 504, and the Americans with Disabilities Act.

Cultural Sensitivity: Service providers need to be aware of cultural factors that can influence their interactions with children and families, and must provide culturally appropriate services to maximize effectiveness. For more information see National Center for Cultural Competence, AMA - Cultural Competence Initiative, or Cultural Competency.

Evidence-Based Practices: Evaluations and interventions are based on the "the integration of best research evidence with clinical experience and patient values" (Sackett, Straus, Richardson, Rosenberg & Haynes, 2000, p. 1). Evidence-based practice is a process of life-long and self-directed learning. For more information see Health Information Research Unit.

Family-Centered Services: We recognize that families have a vital role in the health, development, and well-being of their children. The role of service providers it to provide families with information and supports, while respecting family choices and beliefs, building on family strengths, and involving families in decision making and service delivery. For more information check out Institute for Family-Centered Care.  Sample Child Portfolios, Development Guidelines and Instructions

Functional Outcomes: Services must lead to individually meaningful and functional differences in the lives of children and families; evaluation of functional outcomes takes place in natural environments.

Inclusion: People with developmental disabilities are included in all aspects of community life (eg daycare, school, work, recreation), with the necessary supports. For more information check out Institute for Community Inclusion or Inclusion: School as a Caring Community.

Natural Environments: Evaluation and intervention take place in the environments in which children live and participate. People in those environments (e.g., families, day care providers, and teachers) are given information and supports so they can help promote a child's development during everyday activities and interactions. Services in natural environments are consistent with motor learning principles. For more information see Motor Teaching And Motor Learning.  Bibliography for Natural Environments and Coaching in Natural Environments.

People-First Language: When talking or writing about people with disabilities, the person comes first. Say "children with cerebral palsy," for example, not "CP kid." Also avoid overly dramatic or patronizing language, such as she is "afflicted with Down syndrome" ("has Down syndrome" will do nicely, if it's necessary to mention the Down syndrome at all). "Confined to a wheelchair" or "wheelchair bound" are other such terms - "uses a wheelchair" is just fine. For more information see People First Language

Self-Determination: Freedom, authority, support, and responsibility are the four principles of self-determination. People with developmental disabilities have a right to determine where they live, with whom they will to live, and how they will spend their time, with the necessary assistance. They shall have control over funds needed for support and will contract for tasks with which they need assistance. For more information see National Program on Self Determination.

Team-Oriented Service Delivery: No one discipline has the expertise necessary to meet the needs of children with disabilities and their families. Families are full partners in coordinated, team-oriented decision making.

Reference

Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., & Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM (2nd ed.). New York: Churchill Livingstone.