The term ‘‘inclusion’’, used with respect to individuals with developmental disabilities, means the acceptance and encouragement of the presence and participation of individuals with developmental disabilities, by individuals without disabilities, in social, educational, work, and community activities, that enables individuals with developmental disabilities to— (A) have friendships and relationships with individuals and families of their own choice; (B) live in homes close to community resources, with regular contact with individuals without disabilities in their communities; (C) enjoy full access to and active participation in the same community activities and types of employment as individuals without disabilities; and (D) take full advantage of their integration into the same community resources as individuals without disabilities, living, learning, working, and enjoying life in regular contact with individuals without disabilities. (114 STAT. 1682 PUBLIC LAW 106–402—OCT. 30, 2000)

The extent to which persons with developmental disabilities exert control and choice over their own lives.

Independent living refers to achieving the ability to live in the home of one’s choice in the community with some level of support that may or may not be reduced over time. It also refers to learning skills that enable one to participate in activities of choice in one’s community, to manage one’s affairs, to have relationships and may include maintaining employment.

is a special matched savings account designed to help low-income and low-wealth families accumulate savings for investments in long-term assets such as a house, higher education or a small business.

A plan that addresses the full range of needs of a person with a disability through establishment of short- and long-term objectives and the coordination of a variety of service options to achieve those objectives. Usually those who participate in the development of such a plan are the person who the plan addresses and any other professionals associated with the plan. This model of planning has been replaced by "person-centered planning."

A written plan stating long-term goals and short-term objectives that will enable a person with a disability to be successful in preparing for, obtaining and keeping a job. The plan also specifies the types of rehabilitation services to be provided for achieving employment objectives and assistive technology.

A written plan for children with disabilities who receive services under the Individuals with Disabilities Education Act (IDEA) through the public school system. The plan details the child’s current level of performance, measurable goals, ways in which these goals will be accomplished, and the frequency and duration of the services and supports to be provided.

A written plan for providing early intervention services to preschool children with developmental disabilities, preschool children at risk for developmental disabilities or preschool children experiencing a developmental delay and to their families.

The term "individualized supports" means supports that—(A) enable an individual with a developmental disability to exercise self-determination, be independent, be productive, and be integrated and included in all facets of community life; (B) are designed to— (i) enable such individual to control such individual’s environment, permitting the most independent life possible; (ii) prevent placement into a more restrictive living arrangement than is necessary; and (iii) enable such individual to live, learn, work, and enjoy life in the community; and (C) include—(i) early intervention services; (ii) respite care; (iii) personal assistance services; (iv) family support services; (v) supported employment services; (vi) support services for families headed by aging caregivers of individuals with developmental disabilities; And (vii) provision of rehabilitation technology and assistive technology, and assistive technology services. (114 STAT. 1682 PUBLIC LAW 106–402—OCT. 30, 2000)

The primary tool used by the vocational rehabilitation counselor and the prospective supported employee to identify the goal, content, cost, duration and sponsor(s) of substantial services.

Originally P.L. 94-142 Education for all Handicapped Children Act mandating that state and local education agencies provide a free, appropriate public education and related services to all 'handicapped' children. Subsequent amendments provide for secondary education and transition services and for funds on research, training, and demonstration in transition from school to adult life. IDEA also includes Part H (Early Intervention Programs for Infants and Toddlers with Disabilities).

Informed choice refers to a person’s ability to understand and use programs successfully, because the programs and services are designed to enable consumers to navigate them competently and without fear of reprisal. Individuals with disabilities need to know how to find, evaluate and use information, which will better inform their decision making process. Service delivery systems should facilitate—not stifle or direct—this decision making process.

A setting in which individuals interact with non-disabled individuals other than those who may be providing services to that person. It refers to a setting in the community in which individuals interact with non-disabled individuals, other than those who are providing services to that person, to the same extent that non-disabled individuals in comparable positions interact with other persons.

As defined by federal law, (a) the use by persons with developmental disabilities of the same community resources that are used by and available to other citizens, (b) the participation by persons with developmental disabilities in the same community activities and integrated employment in which citizens without disabilities participate, together with regular contact with citizens without disabilities, (c) the use of the same community resources by persons with developmental disabilities living, learning, working and enjoying life in regular contact with citizens without disabilities, (d) the development of friendships and relationships with citizens without disabilities, and (e) the residence by persons with developmental disabilities in homes which are in proximity to community resources, together with regular contact with citizens without disabilities in their communities.