Although young people with ID may make fewer independent decisions about their lives than typically developing peers, support in decision making can enable both increased protection and independence.

The results of this study suggest that persons with ID can learn complex skills related to health self-advocacy. More research is needed to improve in situ generalisation.

Common Ground Co-operative (CGC) provides training, administrative, and job coach support to five social enterprises for which persons with developmental disabilities are the non-share-capital partners. This study examines the use of social return on investment (SROI) as a means of determining the value of program impacts related to quality-of-life changes for enterprise partners and their families. The process of conducting this SROI analysis is described and analyzed in terms of its utility in employment services for persons with developmental disabilities. Keywords: social enterprise, social return on investment, case study, research, disabilities PERSONS WITH DEVELOPMENTAL DISABILITIES INCLUDE THOSE WHO HAVECOGNITIVE and/or physical disabilities that are evident before the age of twenty-two and tend to be lifelong (American Association on Intellectual and Developmental Disabilities 2013). Common Ground Co-operative (CGC), the organization that is the focus of this article, serves persons with developmental disabilities, most of whom could be identifi ed as having an intellectual disability that includes limitations in both cognitive abilities and adaptive behavior that are present before the age of eighteen (American Association on Intellectual and Developmental Disabilities 2013). Historically, persons with intellectual and developmental disabilities have experienced abuse, social exclusion, and rights restrictions, including limited access to education, involuntary institutionalization, and Th e authors thank Common Ground Co-operative staff , partners, and their family members who so generously contributed to this study. We also express our sincere gratitude to Dr. Fayez Elayan, Department of Accounting, Brock University, for his consultation on this project, and Drs. Jack Quarter and Sherida Ryan, University of Toronto, for their patient leadership and skillful instruction throughout this research. Th is research was funded by the Social Sciences and Humanities Research Council of Canada. (Scheerenberger 1983;Sobsey 1994). Even their very right to life has been questioned (Watson and Griffi ths 2009;Watson, Stainton, and Sobsey 2012). However, during the past century and a half there have been dramatic shifts in scientifi c awareness, theoretical conceptualization, legal protections, and service confi gurations from a focus on the protection of society from persons with developmental disabilities to a commitment to the protection of their rights and promotion of their self-advocacy and inclusion in the community (Owen et al. 2009). Although gains have been made in many jurisdictions, especially in deinstitutionalization and community living, the area of employment remains challenging for both theoretical and practical reasons. Nonprofi t Management & LeadershipTh is article examines the social return on investment (SROI) of an innovative employment model for persons with developmental disabilities, a group that has among the lowest rates of employment in Canada (Statistics Canada 2006;Turcotte 2014). Soc...

Health knowledge training is one step in promoting health self-advocacy and better health in persons with intellectual disabilities.

Persons with intellectual disabilities are more likely to experience victimization and have their rights infringed upon than are people without such disabilities. While legislative and policy interventions have afforded a certain degree of protection against such rights violations, people with intellectual disabilities continue to experience restrictions of their basic human rights. This article describes the development of a Human Rights Project being developed in Canada and aimed at promoting human rights awareness in individuals with intellectual disabilities. Following a brief history of the project, we focus on its current phase: the development of a multimedia human rights training CD. We address the empirical and pedagogical foundations for the use of simulated instruction, aspects of the project that reflect its participative orientation, and the use of dramaturgical methods for training persons with intellectual disabilities to be actors in the video scenarios that appear on the training CD. We conclude by highlighting the importance of a systemic approach to human rights training, as well as the implications of such an approach for understanding the relationally and situationally emergent nature of human rights knowledge.