Recognize the inherent limitations of policy. There are no
regulations or practices which if implemented, would automatically
result in people making more friendships and becoming members of
groups. Policies can encourage relationships, but cannot mandate
them. However, it is possible to reconsider those policy
requirements which make if difficult for people with disabilities
to interact with nondisabled people in typical settings.
Review regulations, policies, and practices to eliminate
obstacles for friendships. Friendships between nondisabled
individuals and people with disabilities may be disruptive to rigid
and overregulated human service programs. Regulations, policies,
and practices may interfere with the type and quality of
interactions that individuals with disabilities may have with
others. For examples, some may not be able to invite guests to
their group home/residential facility for a cup of coffee or a
meal. There may be restrictions on how many nights a person can be
away, limiting the possibility of visits or trips with family and
friends. Others may have no private space available to them in
which they can entertain guests. Restrictive curfews and rigid
scheduling of activities severely limits the opportunities that
people have to get together.
By simply trying to get together, friends or family may be seen as
disruptive to the "ongoing program" in some way. Agencies which
are committed to fostering personal relationships will need to
tolerate these "disruptions."
Learn how various social settings operate. Community
settings do not operate in the same way as human service programs
do. A role of policy makers, therefore, may be to allow time for
staff members to come to know and understand a setting. For
example, while the residents of a group home might be dropped off
en masse at a recreation program for individuals with disabilities,
this practice would not be appreciated at an aerobics class or
pick-up basketball game. By learning the culture (routines,
traditions, expectations, and rituals) of a particular setting, it
becomes easier to facilitate a person's involvement there. This
includes the more obvious things like wearing appropriate clothing,
but also becoming aware of more subtle activities. At chorus
activities, for example, members visit with each other 5-10 minutes
before starting. If Joanne consistently missed that "visiting
time," she would miss out on important opportunities for
socializing with others.
Recognize the value of interdependence. Some of the
expectations that human service providers make upon their clients
may eliminate opportunities for individuals to interact with
nondisabled citizens. For example, to achieve the goal of
"independence," a staff person may require a person with a
disability to arrange and take public or specialized transportation
to an activity, rejecting a nondisabled participant's offer to car
pool with the person and others.
Support long-term efforts and commitment>. Helping a person
establish relationships or become part of a group may take a long
time, and agencies should be prepared to provide support for as
long as this takes. It is also important to recognize that when a
person is reliant upon staff support, their involvement is
vulnerable as the staff people change so frequently. The results
of staff turnover may be devastating for someone who is dependent
upon the support of one or a few people. Creating opportunities
and providing support must be a long term, consistent effort.
Rethink the role of "volunteers." Many agencies recruit
volunteers for individuals with disabilities and then call these
people friends. Typically, volunteers make a commitment to an
agency and not the individual to whom they are introduced.
Volunteers may understand their roles in one way, and the
individual with a disability, who has been told that the person is
a "friend," may view them differently.
Additionally, agency personnel may believe that community members
who volunteer may offer extensive informal supports for people with
disabilities, taking over some staff and support functions,
reducing the need for certain paid services. However, providers
must not abdicate their responsibility to the people whom they are
serving, and should not expect this to take place.
Establish examples of positive interactions. Professional
training encourages a detachment between those who are staff and
those who receive services. When relationships do form, each party
must transcend the "staff" or "client" roles, and create a personal
relationship where the primary commitment is to each other. When
this occurs, the loyalty of the staff person switches from the
agency to the person with a disability. This change may be
threatening to the agency, which in turn, may discourage the
relationships. Administrators may counter this trend by
recognizing and celebrating the personal relationships that do
develop and by forming personal relationships of their own with
people supported by their agency.
Support efforts that assist people to develop social
relationships. Agencies with funding responsibilities and
service providers can support practices whose purpose is to explore
community associations, help people to develop networks, and
support friendships. For example, in a number of states, the
Developmental Disabilities Planning Councils have funded
demonstration projects that focus on social relationships. In
other places, service agencies have reorganized so that
relationship support can become a priority. The learnings from
these projects need to be collected, disseminated, and made a part
of the culture and practices of human service agencies. Anyone
aware of such a project may write to us at the Center on Human
Policy.
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