The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 179

The Illinois Model

need help with the activities of daily living that
can be given by personal assistants. The need
for this support is due to a severe disability that
can range from congenital conditions like cerebral palsy, muscular dystrophy, or osteogenesis
imperfecta to adventitious ones like a spinal
cord injury. BRSS provides programmatic
support and services within three distinct
areas: support for completing activities of daily
living through the personal assistant program,
an educational component through the Transitional Disability Management Plan (TDMP),
and support of others through the mentoring
program. Each of these will be described with
their relationship toward personal empowerment as shown in Figure 3.

Personal Assistant Program
The personal assistant program provides staff
support to assist residents with the activities
of daily living, as well as to help residents
throughout the day with smaller requests,
such as putting on hats and coats in the winter
or opening a package. BRSS residents receive
between five and seven hours of personal assistant services a day, depending on whether
they need assistance eating. They also have
access to 24/7 staff assistance through the use
of the floater. The BRSS associate director develops a pool of personal assistants by recruiting, interviewing, hiring, and implementing
general training for all those who are then eligible to be hired. A clear criminal background
check through finger printing is required for
employment. The residents are responsible
for contacting individuals from this pool for
interviewing, hiring, and training according to
their individual needs. Final hiring decisions
are made by each resident for their personal
care. The majority of personal assistants are Il-

TraNsiTioNal disaBiliTy
maNagemeNT PlaN

PERSOnAL
EMPOWERMEnT
PersoNal
meNToriNg
assisTaNT
Program
Program

Figure 3. Beckwith residential support services:
interrelationship between programs leading to
personal empowerment.

linois students (University of Illinois, 2011a).
One of the advantages of the BRSS program
being physically located within Nugent is that
there is a larger pool of students to recruit as
personal assistants.

Transitional Disability Management Plan
The second component of BRSS is the Transitional Disability Management Plan. This is
an individualized plan developed between the
BRSS disability specialist and resident that
describes personal goals and actions based
on the resident’s short- and long-term plans.
These students are not only working on their
academic journey at Illinois, but also on how to
manage their own lives and disability. The first
semester a student lives at Nugent the management plan focuses primarily on managing
personal assistants so that residents can learn
how to hire, train, manage, and evaluate them.
Once they feel comfortable with these skills, additional goals are identified, which may include
self-advocacy, moving into an apartment, or
obtaining an internship or study abroad experiV o l u m e 4 0 , No. 1 • 2 0 1 3

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Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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