1. Community Presence and Participation
Pam Treadway, M.Ed
Clinical Consultant

2. Expectation of BAS Programs
Over time, with appropriate supports in place, participants will become more independent and work, play and live in the least restrictive environments and become contributing members of their communities.

3. What is community? Many definitions of community
a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.
a locality inhabited by such a group.
a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists (usually preceded by the ): the business community; the community of scholars.
Dictionary.com

4. Examples of Community Types
Professional communities
Ethnic communities
Faith communities
Rights and advocacy communities
Neighborhood community
Employment/work
Health community
Business community

5. What is community?
Definitions of community involve 3 interrelated components:
Place
People
Membership or belonging

6. Community: Historical Service Perspective
Narrow perspective on community
Emphasis on place or geographical location
e.g., person lives “in an institution” or “in the community”; “take the person into the community”
Geography controlled by the service system
Typically segregated or “special” locations (e.g., special schools, group residences, sheltered workshops, recreation facilities)

7. Community: Historical Service Perspective
Perceived experiences as either “community acceptance” or “neighborhood opposition”
Failed to explore what it means to “live in the community” or what it means to have a “sense of place” within the community
Focus on “community presence”

8. Community Presence
Being seen in the same places as others in the community and sharing activities of ordinary community life
Quality of life begins with being in integrated and typical places and activities of daily life
Mere presence in the community does not mean the person feels connected or that he/she belongs

9. What are we missing?
Community presence is just the beginning……..

10. What are we missing? COMMUNITY PARTICIPATION
In addition to being “present” in everyday settings, “participation” implies being involved, getting to know others and being known to others
Full membership in community, not just a “by- stander”
Promotes developing a network of relationships

11. QUALITATIVE RESEARCH STUDY: FROM Community presence to sense of place

12. Research Study: Why and How?
Pam Walker (1999) conducted qualitative study with seven adults with developmental disabilities
Purpose: to determine community places in which participants spend time, their community experiences based on framework of community presence versus sense of place.
Method: Direct observation and in-depth interviewing of research participants, including time in participant’s home and community settings

13. Defining Places
The places in which people spend time provide a context for activities and interactions
Place is not just aspect of physical location but social context as well
Author categorized “place” along three dimensions:
Places designated for people with disabilities versus general public
Public versus private places
Places oriented toward business transactions versus social interactions

14. Findings: Place Designated for People with Disabilities Versus General Public
All participants spent significant time in places designated for people with disabilities
Separate places unto themselves or smaller settings, or spaces, within larger settings that include others without disabilities
These places encompassed the entire span of daily life (e.g., educational, residential, work/day, and leisure)
Generally taken to these “places” by family or human service agencies

15. Findings: Public Versus Private Places
As a society we have become more private and obtain our sense of community through private connections with others
Participants in the study spent very little time in private social worlds of others (excluding family)
Participants had limited social networks
If not in own home or at work, participants are in public places such as shopping malls, restaurants, libraries, city streets
The better the skill level of participant, the greater access to community
Access decreases with reliance on family/staff

16. Findings: Business Transaction Oriented Versus Social Interaction Oriented Contexts
Specific types of community places are associated with specific types of social contexts
Study participants spent most of their time in contexts characterized by business transactions (e.g., malls, grocery stores, drug stores, other shops and service offices)
Human service providers often place people in those settings (e.g., for recreation or job)
In small business transaction settings, participants did become acquainted with and have social interactions with community members
Study participants felt it was important to be in a setting with opportunities for social interaction

17. Findings: Participant Experiences of Community
The experience of “community” for all us:
varies from person to person
is complex and changing, and is comprised of both positive and negative experiences
can be viewed on a continuum from “community presence” to a “sense of place”

18. Findings: Participant Experiences of Community
Participant experiences range from a sense of vulnerability to a sense of safety
Vulnerable in unfamiliar places, where they had interactions that frightened them, or experienced lack of support or social rejection
Felt safest in own homes or neighborhoods, or places they go to regularly of their own choosing, and where they know support will be available if needed

19. Findings: Participant Experiences of Community
Participant experiences range from social isolation to being known
More isolated or anonymous in large-scale public places regardless of how frequent those places were visited, or in places where they felt left out or limited in social interactions
Sense of being known in places with small groupings, where they went frequently and by their own choosing, and had opportunities for social interaction

20. Findings: Participant Experiences of Community
Participant experiences range from disaffiliation to identification
Expressed desire for disaffiliation from places where they had negative experiences and/or sent by others against their will
Some expressed desire to minimize contact with human service agencies
Positive identification with places where they had gone based on personal choice and interest and had positive social encounters

21. Findings: Participant Experiences of Community
Participant experiences range from unfamiliarity to familiarity
Participants were more familiar with some places than others, however the number and types of places varied significantly
Sometimes avoided unfamiliar places
Familiarity involved knowing where places were located and the routines or rituals associated with place/context

22. Findings: Participant Experiences of Community
Participant experiences range from lack of accommodation to a sense of accommodation
specific supports or actions
attitudinal stance

23. Summarizing the Findings
Participants had both positive and negative experience in community places
Positive experiences or “sense of place” came from:
Sense of safety
Identification
Familiarity
Being known
Feeling accepted
Sense of accommodation

24. Summarizing the Findings
These experience tended to occur in places that:
Participants went of their own choosing
Included private or small-scale public places
That they went to on a regular basis
Places characterized by social interaction orientation
Obstacles:
Lack of opportunities to make choice
Lack of supports to go to such places

25. Strategies for increasing and supporting community participation

26. General Considerations
Expand “geographies” of where participants spend time
Not just about number of places or frequency
Need to cultivate places which will afford opportunities for a sense of place and community connections
Remember – presence alone does not lead to a feeling of connection or belonging

27. General Considerations
Participants may not have had opportunities to experience community
Exposure is key
Remember, as support staff we cannot create friendships for the participants we support; however, we can help them go to places were friendships are more likely to happen (Perske, 1993)

28. Where should we start?
Identify participant strengths, interests, talents, gifts
Inventory the “places” the participant already frequents and their existing social networks
Consider “places” where others with similar interests spend time
How can we tap into those places?
How can we promote natural supports in those places?

29. Where should we start?
Encourage participant choice in community “places”
Teach choice making if not in participant’s repertoire
Consider private places or smaller public places
Increase time spent in “places” that encourage social interactions (e.g., rethink those business transaction related places)
Encourage being a “regular”

30. A FRAMEWORK FOR CONCEPTUALIZING

31. A Perspective on Physical Inclusion (Community Presence)
“Physical inclusion has not brought about social inclusion, full community membership and belonging, and valued social roles for people with disabilities”
Meltzer & Walker, 2001

32. What is valued social role?
We all have valued social roles that we move in and out of every day
Employee, neighbor, friend, volunteer, choir member, student, camper, baseball fan, musician
Categories of roles:
Work (employee, supervisor)
Recreational/leisure (skier, crafter)
Family/Relationships (mother, brother, son)
Community (coach, neighbor, voter)

33. Why are social roles important?
Having lots of valued social roles leads to improved quality of life
Benefits of valued social roles:
Increased opportunities
Meaningful relationships
Self-esteem
Fun/enjoyment/pleasure
Acceptance and belonging
Control
Think of your own valued social roles. How have you benefited from your roles?

34. How do I help someone obtain valued social roles?
Two main areas to be considered:
Image Enhancement – helping people to have a positive self-image and to be seen by others in a positive way
Competency Enhancement - assisting people to develop competencies that are needed for specific social roles
Competency = skill development through teaching

35. How do I help someone obtain valued social roles?
Image Enhancement Considerations:
What does a person “look like” when in that role? (personal appearance)
Where would the person be when in the role? (settings)
Who might they be with?
What would they be doing?
(activities/schedules)
What would they be saying? (language)

36. How do I help someone obtain valued social roles?
Competency Enhancement Considerations:
What skills/competencies does the person need to develop related to a specific role?
Competencies may take time to develop
It’s not an all or nothing approach – consider partial participation

37. Why are image and competency enhancement important?
Others will easily recognize the person is in a particular role
Promotes inclusion
Provides opportunities for growth and development
Promotes self-esteem

38. Moving Forward to Promote Community Participation using Social Role Framework:
Consider the participant’s interests, strengths, talents, and gifts
How can these be shaped into a valued social role(s) that will be meaningful to the participant?
Identify broad interests
Brainstorm what roles might be associated with that interest – think role categories
Analyze the role in terms of images and competencies
Develop an action plan – what needs to be done and who needs to help?

39. Meaningful Community Participation
Exploring Interest within Social Context Development of Competencies Enhancement of self and social image Promotes valued social roles and meaningful community involvement

40. References
Meltzer, D., & Walker, P. (2001). The illusion of inclusion: Geographies of the lives of people with developmental disabilities in the United States. Disabilities Studies Quarterly, 21(4).
Perske, R. (1993). Introduction. In: Friendships and Community Connections Between People with and Without Developmental Disabilities (ed. A. N. Amando), pp Paul H Brookes Publishing Co, Baltimore.
Walker, P (1999). From community presence to sense of place: Community experiences of adults with developmental disabilities. Journal of the Association for Persons with Severe Handicaps, 42(1),
Walker, P.,& Rogan, P (2007). Make the Day Matter: Promoting Typical Lifestyles for Adults with Significant Disabilities. Baltimore: Paul H. Brookes Publishing Co.

41. Additional Resources Inclusion: BAS Virtual Training Center (VTC)
Encouraging Inclusion
Social Role:
O’Brien, J. (2006). Reflecting on Social Roles: Identifying Opportunities to Support Personal Freedom and Social Integration.
Counteracting Devaluation