Community Integration and
Normalization
Prepared by Dorothy Wrobel, Wrobel and Associates
The following information is condensed from a training module produced by the
Minnesota Department of Human Services. It is one of a series of modules intended to
assist persons caring for vulnerable adults. For more information about this module or
obtaining additional training modules in the series, contact Minnesota Department of Human
Services, Division for Persons with Developmental Disabilities, 444 Lafayette Rd., St.
Paul, MN 55101-3825, tel 651-296-2160. This module is intended for public use. It may be
reproduced and freely used in human service programs. Commercial reproduction for profit
is prohibited without written permission of the Minnesota Department of Human Services.
Years ago, services to persons with developmental disabilities focused primarily
on custodial care. The intent of services was to provide people with the basic necessities
of life--food, clothing, shelter, etc. Care was typically provided in large institutional
settings often distant from the individual’s family and community.
The normalization principle and commitment to community integration arose in
reaction to this type of service system.
Normalization is defined as:
"the use of methods and settings which are
valued and familiar, to offer each person life conditions and opportunities which are at
least as good as those of the average citizen, and as much as possible to enhance and
support each person’s behavior, status, and reputation"
(W. Wolfensberger, The
Principle of Normalization, 1972).
"The essence of the principle of normalization is equality: every person
should have the right to equality of opportunity, to share equally in the benefits and
difficulties of life in the human community"
(Jack Yates).
"Normalization means . . . A normal rhythm of the day.
You get out of bed in the morning, even if you are profoundly retarded and
physically handicapped;
You get dressed,
And leave the house for school or work,
You don’t stay home.
In the morning you anticipate events,
In the evening you think back on what you have accomplished:
The day is not a monotonous 24 hours with every minute endless.
You eat at normal times of the day and in a normal fashion;
Not just with a spoon, unless you are an infant . . . .
Normalization means . . . A normal rhythm of the week.
You live in one place,
Go to work in another,
And participate in leisure activities in yet another.
You anticipate leisure activities on weekends,
And look forward to getting back to school or work on Monday.
Normalization means . . . A normal rhythm of the year.
A vacation to break the routines of the year,
Seasonal changes bring with them a variety
Of types of food, work, cultural events, sports,
Leisure activities. . . .
Normalization means . . . Normal developmental experiences of the life
cycle:
In childhood, children, but not adults, go to summer camps.
In adolescence one is interested in grooming, hairstyles, Music, boy
friends and girl friends.
In adulthood, life is filled with work and responsibilities.
In old age, one had memories to look back on, and can
Enjoy the wisdom of experience.
Filling
In The Blanks With Answers
To Difficult Application Questions
Ms. Icanhire sits wearily at her desk, surrounded by piles of applications for
the new office position. "Oh no," she sighs. "I have over 100 applications
to screen before tomorrow. Out of those, I must pick 8 people who had outstanding
applications and skills to schedule for interviews."
The problem facing Ms. Icanhire is one that employers face everyday. Hundreds of
people may apply for a position, and it is the job of Ms. Icanhire to screen out all but a
handful of candidates to interview. Applications can be a wonderful way to highlight a job
seeker’s skills and qualifications, but applications can also help employers to
quickly spot a job hunter’s lack of experience or problem areas. How can an applicant
fill in the blanks with good answers to difficult questions? Read on to learn valuable
strategies designed to help you accentuate the positive and minimize the negative on the
job application.
- Reasons for Leaving Your Last Job. If you did not leave your
last job on the best of terms, but did nothing illegal, you can phrase this in a
legitimate and more positive light by using phrases such as: "Decided on a career
change," "Desired advancement," or "Wanted new challenges."
Remember, a good rule of thumb is to be honest, but not to write anything that will be
damaging to you and could cause you not to be interviewed. Instead of simply listing
"Fired" as a reasons for unemployment, consider alternate ways of stating this:
"Resumed education" or "Business slowdown" could apply to many
people’s situation. This will create a better impression, and once you get the
interview, you can always explain the details in person.
- Gaps in Employment. Employers look for dependable employees who
have the potential to stay with their company for a long period of time. They don't like
to see many gaps in an employment history, which tell them that a person was not working.
If you have a good reason to explain these gaps, use it! Good reasons include:
"Returned to school," "Raising children," or "Self-employed"
if you did anything to earn money during that time. If your employment gap was several
years ago, show these start and finish dates as complete years instead of months (which
can show the gaps more clearly). For example, the phrase "1995-1996" doesn't
show the gap that "11/95 - 2/96" would.
- Not Enough Work Experience. Remedy this situation by emphasizing
your other strengths. List any volunteer experience you have and leave the "Wages
Paid" section blank. Giving details for any related training, education, or skills
you used in any other job or volunteer position shows motivation and initiative, which can
catch an employer's notice.
- Criminal Record. It is important to know your rights. Several
laws now limit the types of questions an employer can ask. Employers do have the right to
ask if you have been convicted of a crime involving dishonesty or violence, or a serious
crime such as a felony that could affect your ability to do the job effectively.
Misdemeanors or criminal records while a juvenile do not have to be mentioned because they
are minor crimes. If ever arrested, but not convicted of a felony, write "No" in
answer to the question of an arrest record. If you do have a criminal record, it is often
best to leave this section blank and explain it after you get the job offer.
- Medical History. Again, employers have the right to know about
any condition(s) that may prevent you from doing the job effectively. For this reason,
employers can inquire about illnesses which would interfere with a person's ability to
perform a job. However, if you have a disability that would not prevent you from doing the
job safely, you do not have to mention it.
Ms. lcanhire does her job well and looks for ways to screen out many of the
applications piled on her desk. Accentuating the positive and minimizing the negative
could make the difference necessary to become one of the eight people interviewed by Ms.
Icanhire. As a general rule, never give negative information on an application, but write
instead: "Will discuss in interview," or simply leave blank. An interview is the
appropriate place to discuss details.
If you are between the ages of 16 and 24 and would like to learn more working
skills strategies, contact your county education office for classes on for Working Skills,
Living Skills, and G.E.D. preparation.
Reprinted with permission from The Advocate, April 1997, published by the
Olmsted Community Action Program, Rochester, Minnesota.
