The Paul V. Sherlock Center on Disabilities, founded at Rhode Island College in 1993, is a University Center on Excellence in Developmental Disabilities Education, Research, & Service.
Since 1963, University Centers on Excellence in Developmental Disabilities (UCEDDs) have worked towards a shared vision that individuals with disabilities participate fully in their communities. Independence, productivity, and community inclusion are key components of this vision. There are 67 UCEDDs with at least one in every U.S. state.
Quick Facts
A federally designated University Center for Excellence in Developmental Disabilities
Established as a UCEDD through competitive grant process in 1993
120,606 persons have participated in Sherlock Center activities during the past five years - an average of 24,121 per year
68% of participants were professionals and paraprofessionals, 14% were family members, 13% were children or adults who have disabilities
During 2008-2009, Sherlock Center staff taught or lectured in 23 courses in five colleges or universities
During 2009-2010, the Sherlock Center is providing tuition and stipends for a cohort of 9 interdisciplinary graduate fellows, 20 other graduate students, and 6 undergraduates
Follow-up surveys of Sherlock Center trainees documents that 95% continue to work in the field and 60% are involved in leadership activities
During 2008-2009, Sherlock Center staff conducted 192 trainings for 9,757 participants
During 2008-2009, the Sherlock Center disseminated 105 different products to 9,012 individuals
Sherlock Center 2009-2010 budget is 5.8 million dollars - 44% comes from federal grants, 38% from state agency contracts, 9% from Rhode Island school districts and service providers, 9% from other source
Areas of Emphasis
Early Intervention & Education
Transition, Employment, and Adult Life
Leadership Development
Higher Education
Overall Goals
Children participate more in the general curriculum
Children demonstrate greater proficiency on academic, social and behavioral measures
More adolescents graduate from high school
Transition plans are practical and include real strategies for independent living, employment and community membership
More adults are employed
More children and adults have access to leisure and other community opportunities
There are an adequate number of direct support professionals
More students from diverse backgrounds enter careers connected to the lives of people with disabilities
More students and leaders are trained and continue to work in disability related fields
More service providers use evidence-based services and supports
W3C approved.
