There Is No IEP for Parenting: Engaging the Community in Supportive Practices for Parents with Intellectual and Developmental Disabilities Ashley L. Annestedt, LCSW, Malissa E. Duckworth, LCSW University of Tennessee Health Science Center, Boling Center for Developmental Disabilities Project ENRICH There are approximately 16,824 of children with I/DD in Tennessee. These children are provided high levels of support and guidance through their school aged years, but what happens when they enter the world and become parents themselves? This project engages local agencies in education regarding the most effective methods for supporting, training, and advocating for those who are involved with parents with Intellectual and Developmental Disabilities within the community. This project is designed to mitigate the disparity between the increasing prevalence of parents with I/DD and the lack of education and effective intervention for this population. Because there is no IEP for parenting, partnering with and training diverse community stakeholders through a grassroots approach ensures these parents receive the highest quality of support available. GOALS OUTCOMES  Enhance participants ability to identify a parent with I/DD and assess for basic skills  Increase knowledge and application of disability laws in daily practice to effectively improve accommodations  Equip community agencies with the tools and skills necessary to accommodate parents with ID as a means of decreasing the risk of child abuse and neglect  Create an increased number of disability advocates across the state by providing 25 trainings and additional support services for practitioners Current estimates (2009): 1,476,700- Parents of children >18 in TN Parents with ID in TN Parents with ID in US 53,200 parents 1,515,800 parents 3.6% of population 2.3% of population  100% reported increased knowledge of disability laws applicable to their practice.  99% reported the belief that parents with I/DD ARE capable of parenting successfully.  99% reported certainly about their ability to make specific accommodations for a parent with I/DD.  100% reported increased motivation to apply accommodations and to link families with appropriate referrals, as needed.  99% reported better understanding of the etiology of I/DD as well as the evolution of disability policy.  99% reported increased confidence in their ability to recognize a parent with I/DD. TRAINING Trainings are provided to non-traditional agencies and groups such as childcare centers, programs for the homeless, graduate level allied health students, Tennessee Department of Children Services staff, juvenile court systems, and mental health providers. The training provides a basic overview of I/DD, applicable laws and how they apply to the services provided by the agency, strategies for identification of a parent with I/DD, how to overcome barriers to providing equitable treatment and services for this population. The training explores best practices for interventions to increase engagement and effective teaching methods to increase program success. The training is a systems-level response to the need for improving parenting practices by assisting agencies in identifying ways to accommodate services, create future advocates, and bring awareness to this population. “This training opened our eyes to the unique needs of this population and helped us make system-wide changes.” “ I feel that every agency, public or private, needs this training. Our staff found it very beneficial and eye-opening. ” It is estimated that as many as 80% of Parents with I/DD have had involvement, necessary or not, with child welfare. TN Senate Bill 749- As enacted, provides that the disability of a parent seeking custody will not create a presumption for or against awarding custody to such a party but may be a factor to be considered by the court.- May 14 th, 2013

Project ENRICH There are ___ of children with ID/D in Tennessee. These children are provided high levels of support and guidance through their school aged years, but what happens when they enter he world and become parent themselves? This project engages local agencies in education regarding the most effective methods for supporting, training, and advocating for those who are involved with parents with Intellectual and Developmental Disabilities within the community. This project is designed to mitigate the disparity between the increasing prevalence of parents with ID/D and the lack of education and effective intervention with this population. Because there is no IEP for parenting, partnering with and training diverse community stakeholders through a grassroots approach ensures that these parents receive the highest quality of support available.