Louisiana Administrative Code
Title 48 - PUBLIC HEALTH-GENERAL
Part IX - Developmental Disabilities Services
Chapter 1 - Adult Day Services
Section IX-103 - Guiding Principles
Universal Citation: LA Admin Code IX-103
Current through Register Vol. 50, No. 9, September 20, 2024
A. Introduction
1. The OCDD holds that the
provision of services should be based on the principles of sharing ordinary
places, developing meaningful relationships, learning things that are useful,
making choices, as well as increasing the status and enhancing the reputation
of people served.
2. It is critical
that these guiding principles be incorporated into the provision of work and
work-related services.
B. Sharing Ordinary Places
1. Sharing ordinary places recognizes that
when individuals with developmental disabilities participate in the daily life
of their local community there are reciprocal gains for both parties. One goal,
then, of Vocational and Habilitative Services is to provide opportunities and
needed supports for learning and working in the community, side-by-side with
people from all walks of life.
2.
In expanding the principle of sharing ordinary places, it is also desirable
that new skills be taught in those ordinary places that follow the usual
pattern, duration and rhythm of life in the community. This means that skills
are taught at the time of day at which they would ordinarily occur and for
about as long as usual and as frequently. For example, if teaching the use of a
telephone, an operating telephone would be used to call for a taxi when
transportation is actually needed, or perhaps, to call out to order lunch or
request a bus schedule.
C. Developing meaningful relationships. As a basic human trait, we rely on relationships with other people throughout our lives for friendship and support. These relationships are formed within our families, with neighbors, at work and church, where we shop and in many other places. In the delivery of services it is important that these relationships be supported and that, if desired, opportunities be created to form other relationships. These supports should be provided in sensitive, unobtrusive ways. The community offers a broad array of opportunities to meet and choose new friends.
D. Learning Useful Things
1. The utility of what we learn is
broadly defined by the demands of life in our communities. But within this
context, we make many choices, i.e., who to live with, the kind of work we want
to do, what we do for fun, etc. The usefulness of what we learn, then, is
defined not only by our ability to do certain, expected things, but also by our
own choices. It is critical that individuals with developmental disabilities be
given a voice in determining what they wish to learn.
2. Vocational and Habilitative Programs
should teach skills that allow for full participation in the work/activities a
person has chosen. The methods selected for training should reflect the
chronological age of the consumer and be outcome oriented, rather than focused
on a process.
E. Making Choices
1. When decisions are made that
affect the lives of people, the choices of those people must be of predominate
concern. Individual program design and implementation must reflect the choices
and preferences of the consumer in the decision- making process.
2. To insure that choices made are relevant
and workable, the Vocational and Habilitative agency must provide individuals
with the information they need and opportunities to learn and use
decision-making skills. A committed agency will support the development of
communication skills and modes of self- advocacy skills.
F. Increasing Status and Enhancing Reputation
1. Webster defines status and reputation in
terms of the esteem in which a person is held by a community. Status and
reputation are important, not only in how we are seen by the community, but
also in the how we view ourselves within that community. It is critical then,
that the activities undertaken in Vocational and Habilitative programs promote
dignity, respect and a sense of self-worth. This is particularly true in the
case of individuals with developmental disabilities as, traditionally, they
have been segregated from the general population and thus, viewed as less
valued members of the community.
2.
To promote a sense of self-worth, activities in which consumers are involved
should be ones that are valued by the community at large. Consideration should
be given to the values of the community in terms of the types of work made
available to consumers. It is imperative that respectful language be used when
communicating with consumers and "people first" language when referring to
them. In the same vein, activities, materials, training methods should enhance
the value of the individual, reflecting his/her chronological age and should in
no circumstances be child-like.
AUTHORITY NOTE: Promulgated in accordance with R.S. 28.380 through 444.
Disclaimer: These regulations may not be the most recent version. Louisiana may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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