The project was supported by grant number ORS 56-P-25483-5-03, awarded to the Indiana University Developmental Training Center by the U.S. Department of Health, Education, and Welfare, office of Developmental Disabilities. The opinions expressed in this paper do not necessarily reflect the position or policy of the Department of Health, Education, and Welfare, Office of Developmental Disabilities, and no official endorsement of them should be inferred.
2.
Developmental disabilities are defined in the Developmentally Disabled Assistance and Bill of Rights Act (1975) as disabilities which are attributable to mental retardation, cerebral palsy, epilepsy, or autism, which originate before the age of 18, which can be expected to continue indefinitely, and which constitute a substantial handicap to a person's ability to function normally in society.
3.
RhodesW. C.The Emotionally Disturbed Student and Guidance. Boston: Houghton, Mifflin Company, 1970. (See especially chap. 4, The Ecological Model of Intervention).
4.
GoffmanE.Asylums. Doubleday and Co., 1961.
5.
SpackmanC. S.Methods of Instruction, in WillardHelen S.SpackmanClare S. (Eds.), Occupational Therapy (4th Ed.). Philadelphia: Lippencott, 1971.
6.
WolfensbergerW.The Principle of Normalization in Human Services. Toronto: National Institute on Mental Retardation, 1972. (See especially chap. 14, The Dignity of Risk).
7.
As Supervisor of Alternate Care, the author was responsible for the day to day running of the halfway house program, and later for implementation of the follow up program.
