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This workbook is intended to help parents plan for the adult life of their developmentally disabled son or daughter. Much of the book's content is presented in the form of exercises and activities. Part 1 focuses on overall planning and considers living options, working options, and leisure options available in most communities. It offers activities to begin planning in these areas, activities to identify strengths and training needs, and an outline of things to consider in developing a "Lifeplan." Part 2 addresses development of the specific Lifeplan. It contains guidelines for writing Lifeplan goals, a list of sample goals, and a blank Lifeplan; action plans to identify what needs to be done to meet Lifeplan goals; information and activities about how people learn new skills; suggestions and activities for helping the disabled individual learn new skills; and suggestions on how to get others involved in the plan through team building, advocacy, community organizing, and ongoing evaluation of the Lifeplan. Includes a glossary and 42 references. (DB)

This workbook and guide offers a step-by-step procedure for establishing and implementing transition programs, for use by educators of students with intellectual handicaps in cooperation with students, parents, and related agency personnel. The guide is divided into six sections, each of which includes several workbook activities. The first section addresses the Transition Interview with student and parent to identify and prioritize transition objectives for incorporation into the Individualized Education Program or Individual Transition Plan. Sample forms help to identify specific concerns and training needs. The second section is a Transition Workbook intended to be completed by the student and parents. The next section addresses the Individual Transition Plan Meeting. Suggestions are given for facilitating the meeting, filling out the cover page, and developing ITP action plans. Considered next are monitoring and follow-up activities. An ITP monitoring form and an IEP preparation worksheet are included. The fifth section offers guidelines for scheduling and coordination, with emphasis on contacting relevant agencies and tracking all ITP activities. The final section considers development of policy and procedures concerned with the transition planning process. A glossary defines relevant terms. (DB)

This workbook was written to help students, parents, and support staff prepare "transition plans" to help students with disabilities get ready for living in the adult world. (Such transition planning should start four to five years before students leave school.) Written in simple language and short sentences, the workbook contains seven sections. The sections cover the following topics: what the workbook is about, terms everyone should understand, some things to think about, knowing strengths and needs, deciding what to work on, getting ready for the transition plan meeting, and a checklist for the meeting. The workbook asks questions and provides space for students/parents to answer them in order to think about what should be in the transition plan. (KC)

This resource guide looks at five areas in which freedom of choice can be increased for people with developmental disabilities: assessing needs, planning for services, evaluating services, understanding the service system, and self-advocacy. Needs are assessed through home interviews, personal updates, neighborhood surveys, evaluation of likes and dislikes, and a strengths and needs survey. An Individual Program Planning (IPP) guide, an Individual Transition Planning guide, and Individual Supported Employment Planning guide are included to assist individuals with developmental disabilities to write their own service plans and discuss them at planning meetings. In order to evaluate consumer services, the guide includes a housing checklist, workplace checklist, staff evaluation, IPP checklist, and quality of life survey. To make the service system understandable, a consumer rights statement is provided, and information is offered on how to make by-laws, elections, and grievance procedures more easily comprehendible. Self-advocacy objectives are outlined and accompanied by a bibliography of eight resource materials. (14 references) (JDD)

The ALCHMMI Study identifies and analyzes the costs and benefits associated with implementing the Hazardous Material Pharmacy Concept in the Army. The Army is currently considering how to best implement a centralized hazardous material management system on a Servicewide basis. The Air Force and Navy have reported significant benefits from their respective hazardous material management systems. The ALCHMMI Study looks at the Air Force and Navy systems; identifies their respective strengths and weaknesses; generates and discusses options for implementing the pharmacy concept Armywide; identifies and analyzes the costs and benefits of each option; and lastly, identifies and discusses the impacts on readiness and current logistics streamlining efforts. The ALCHMMI Study was conducted for the Assistant Chief of Staff for Installation Management and the Office of the Deputy Chief of Staff for Logistics.