Transition: IDEA to ADA and Section 504

Transition: IDEA to ADA Transition: IDEA to ADA and Section 504and Section 504

Maureen van Stone, Esq., M.S.Maureen van Stone, Esq., M.S.Associate Director, MCDDAssociate Director, MCDD

Director, Project HEAL at KKIDirector, Project HEAL at KKI

November 16, 2013November 16, 2013

FormatFormat MCDDMCDD

Project HEAL at KKI Project HEAL at KKI

Disability Rights LawsDisability Rights Laws IDEA (2004)IDEA (2004) Section 504 of the Rehabilitation ActSection 504 of the Rehabilitation Act The Americans with Disabilities Act of 1990The Americans with Disabilities Act of 1990

Public Agencies & Community ResourcesPublic Agencies & Community Resources

Questions & AnswersQuestions & Answers

MCDD

MCDDMCDD The Maryland Center for Developmental Disabilities The Maryland Center for Developmental Disabilities

(MCDD) at KKI is the state of Maryland’s official (MCDD) at KKI is the state of Maryland’s official University Center for Excellence in Developmental University Center for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD). Disabilities Education, Research, and Service (UCEDD).

The mission of the MCDD is to maximize potential and The mission of the MCDD is to maximize potential and create change to increase the capacity of the community create change to increase the capacity of the community to incorporate state-of-the-art advances so that persons to incorporate state-of-the-art advances so that persons of any age with, or at risk for, developmental disabilities of any age with, or at risk for, developmental disabilities can achieve independence, productivity, and inclusion can achieve independence, productivity, and inclusion within their communities. within their communities.

The mission is accomplished through interdisciplinary The mission is accomplished through interdisciplinary pre-service training, community service, technical pre-service training, community service, technical assistance, research, and dissemination activities.assistance, research, and dissemination activities.

Project HEALat KKI

Project HEAL at KKIProject HEAL at KKI

Project HEAL (health, education, advocacy, Project HEAL (health, education, advocacy, and law) at KKI was created to provide and law) at KKI was created to provide advocacy and legal services to the advocacy and legal services to the patients and families served at Kennedy patients and families served at Kennedy Krieger Institute (KKI).Krieger Institute (KKI).

Project HEAL is a community-based Project HEAL is a community-based program of the MCDD at KKI. program of the MCDD at KKI.

Project HEAL is Maryland’s only medical-Project HEAL is Maryland’s only medical-legal partnership. legal partnership.

Project HEAL at KKIProject HEAL at KKI

The project provides advocacy and legal The project provides advocacy and legal services to low-income families and services to low-income families and children with disabilities who receive children with disabilities who receive services at KKI.services at KKI.

The project also provides professional The project also provides professional trainings for KKI health care professionals trainings for KKI health care professionals and trainees, as well as community based and trainees, as well as community based trainings on a variety of legal topics. trainings on a variety of legal topics.

Project HEAL at KKI, Project HEAL at KKI, cont’d…cont’d…

Advocacy and legal servicesAdvocacy and legal services:: Representation;Representation; Limited representation Limited representation Pro bono referrals;Pro bono referrals; Referrals to the private bar (over-income);Referrals to the private bar (over-income); Case consultations with health care Case consultations with health care

professionals;professionals; Professional and community trainings; andProfessional and community trainings; and Systemic advocacy. Systemic advocacy.

Disability RightsLaws

Federal LawsFederal Laws Individuals with Disabilities Education Act Individuals with Disabilities Education Act

(IDEA)(IDEA) An education act to provide federal An education act to provide federal financial assistance to state and local financial assistance to state and local education agencies to guarantee special education agencies to guarantee special education and related services to eligible education and related services to eligible children with disabilities.children with disabilities.

Section 504 of the Rehabilitation Act (504)Section 504 of the Rehabilitation Act (504) A civil rights law that prohibits discrimination A civil rights law that prohibits discrimination on the basis of disability that applies to on the basis of disability that applies to programs & services provided by entities that programs & services provided by entities that receive federal financial assistance.receive federal financial assistance.

Federal Laws, cont’d …Federal Laws, cont’d …

Americans with Disabilities Act of 1990 Americans with Disabilities Act of 1990 (ADA)(ADA) A civil rights law to protect people A civil rights law to protect people with disabilities from discrimination in the with disabilities from discrimination in the areas of employment, public services, areas of employment, public services, pubic accommodations, and pubic accommodations, and telecommunications. telecommunications. ADA Title II – State and Local ADA Title II – State and Local

GovernmentGovernment ADA Title III – Public accommodationsADA Title III – Public accommodations

Eligibility Under Federal Eligibility Under Federal LawsLaws

IDEAIDEA - A student must be determined eligible - A student must be determined eligible under one of the categories defined in the IDEA.under one of the categories defined in the IDEA. Students are eligible from birth through 21.Students are eligible from birth through 21.

504 504 - Any student with a physical or mental - Any student with a physical or mental impairment that impairment that substantiallysubstantially limits a major life limits a major life activity, or has a record of such impairment, or activity, or has a record of such impairment, or is regarded as having such impairment. is regarded as having such impairment.

ADAADA - Same as 504, but adds protections - Same as 504, but adds protections against associated discrimination if excluded or against associated discrimination if excluded or denied access to any service, program, or denied access to any service, program, or activity.activity.

IDEAIDEA Under IDEA, the transition plan is a Under IDEA, the transition plan is a

formalized part of the student’s IEP and formalized part of the student’s IEP and serves as a guide in the development of the serves as a guide in the development of the IEP and the course of study. IEP and the course of study.

The transition plan should facilitate the The transition plan should facilitate the development of independent living skills development of independent living skills and connect families with community and connect families with community resources. resources.

The student should be an active participant The student should be an active participant in transition planning. in transition planning.

The process involves moving from an The process involves moving from an entitlement service to an eligibility service. entitlement service to an eligibility service.

IDEA, cont’d …IDEA, cont’d … In Maryland, a student with a disability who In Maryland, a student with a disability who

is receiving special education services is is receiving special education services is entitled to educational services through the entitled to educational services through the end of the school year in which the student end of the school year in which the student turns 21 or has the met the requirements turns 21 or has the met the requirements for a diploma.for a diploma.

Once the student exits the school system, Once the student exits the school system,

s/he must meet eligibility criteria & funding s/he must meet eligibility criteria & funding availability to receive services from adult availability to receive services from adult service agencies. Each agency has its own service agencies. Each agency has its own criteria. criteria.

Transition Services UnderTransition Services UnderFederal & State Federal & State

RegulationsRegulations Federal regulationsFederal regulations – Beginning not later – Beginning not later

than the first IEP to be in effect when the than the first IEP to be in effect when the child turns 16, or younger if determined child turns 16, or younger if determined appropriate by the IEP team. appropriate by the IEP team.

State regulationsState regulations – Beginning not later – Beginning not later than the first IEP to be in effect when the than the first IEP to be in effect when the child turns 14, or younger if appropriate.child turns 14, or younger if appropriate. Note: COMAR provides greater protections to Note: COMAR provides greater protections to

children with disabilities than the federal children with disabilities than the federal regulationsregulations

Transition ServicesTransition Services The term The term “transition services”“transition services” means a means a

coordinated set of activities for a child coordinated set of activities for a child with a disability that – with a disability that –

(A) is designed to be within a results-oriented (A) is designed to be within a results-oriented process, that is focused on improving the process, that is focused on improving the academic and functional achievement of a academic and functional achievement of a child with a disability to facilitate the child’s child with a disability to facilitate the child’s movement from school to post-school movement from school to post-school activities, including post-secondary education, activities, including post-secondary education, vocational education, integrated employment vocational education, integrated employment (including supported employment), continuing (including supported employment), continuing and adult education, adult services, and adult education, adult services, independent living, or community participation; independent living, or community participation;

Transition Services, Transition Services, cont’d…cont’d…

(B) is based on the individual child’s needs, (B) is based on the individual child’s needs, taking into account the child’s strengths, taking into account the child’s strengths, preferences, and interests; andpreferences, and interests; and

(C) includes instruction, related services, (C) includes instruction, related services, community experiences, the development of community experiences, the development of employment and other post-school adult living employment and other post-school adult living objectives, and, when appropriate, acquisition objectives, and, when appropriate, acquisition of daily living skills and functional vocational of daily living skills and functional vocational evaluation. evaluation.

20 U.S.C. 20 U.S.C. § 1401 (34) § 1401 (34)

Requirements for Requirements for Transition ServicesTransition Services

If the IEP team determines an individual If the IEP team determines an individual student does not need services in one or student does not need services in one or more areas related to transition services, more areas related to transition services, the IEP must contain a statement to that the IEP must contain a statement to that effect and a basis for the determination. effect and a basis for the determination.

The IEP must also contain a statement of The IEP must also contain a statement of each public agency’s responsibilities or each public agency’s responsibilities or linkages for the transition services (e.g., linkages for the transition services (e.g., DORS or DDA). DORS or DDA).

The IEP meeting must include a The IEP meeting must include a representative of the public agency representative of the public agency providing and supervising services. providing and supervising services.

Essential Elements for Essential Elements for Transition ServicesTransition Services

Student’s needs – taking into account Student’s needs – taking into account preferences & interests; preferences & interests;

Special education & related services to be Special education & related services to be provided and agency linkages & provided and agency linkages & responsibilities (e.g., small groups, role responsibilities (e.g., small groups, role playing, outside agencies); andplaying, outside agencies); and

Goals & objectives (if appropriate) – to Goals & objectives (if appropriate) – to help the student benefit from his or her help the student benefit from his or her education. education.

Planning for Planning for Transition ServicesTransition Services

Persons with special knowledgePersons with special knowledge - parents may - parents may invite anyone with special knowledge or invite anyone with special knowledge or expertise to be on the IEP team. expertise to be on the IEP team.

Behavior that impedes learningBehavior that impedes learning - the IEP team - the IEP team should consider the use of positive behavioral should consider the use of positive behavioral interventions. interventions.

Limited language proficiencyLimited language proficiency – the IEP team – the IEP team should consider the language needs.should consider the language needs.

Blind or visually impairedBlind or visually impaired – use of Braille. – use of Braille. Deaf or hard of hearingDeaf or hard of hearing – communication – communication

needs.needs. Assistive technologyAssistive technology – devices & services. – devices & services.

MSDE Division of MSDE Division of Special EducationSpecial Education

Students with disabilities are Students with disabilities are expected to participate in expected to participate in assessment programs such as the assessment programs such as the Maryland School Assessment (MSA) Maryland School Assessment (MSA) and the High School Assessment and the High School Assessment (HSA) as a graduation requirement. (HSA) as a graduation requirement.

Unless the IEP determines the student Unless the IEP determines the student will participate in the ALT-MSA. will participate in the ALT-MSA.

MSDE Division of MSDE Division of Special Education, cont’d Special Education, cont’d

…… The IEP team must discuss & The IEP team must discuss & document the the following in document the the following in determining participation & determining participation & graduation:graduation: How the student will participate & How the student will participate &

progress in the general education progress in the general education curriculum with nondisabled peers; curriculum with nondisabled peers;

Performance & participation in Statewide Performance & participation in Statewide & district assessments; and & district assessments; and

Status of completing graduation Status of completing graduation requirements. requirements.

MSDE Division of MSDE Division of Special Education, cont’d Special Education, cont’d

…… MD High School Certificate of Program MD High School Certificate of Program

Completion rather than a MD High School Completion rather than a MD High School Diploma:Diploma: State regulations state that “the decision to award State regulations state that “the decision to award

a student with a disability a MD High School a student with a disability a MD High School Certificate of Program Completion will not be made Certificate of Program Completion will not be made until after the beginning of the last year in high until after the beginning of the last year in high school UNLESS the student is participating in the school UNLESS the student is participating in the ALT-MSA.” ALT-MSA.”

A student with a significant cognitive A student with a significant cognitive disability will only participate in the ALT-MSA disability will only participate in the ALT-MSA if he or she meets six criteria. if he or she meets six criteria.

Statewide IEPStatewide IEP As of July 1, 2007, all IEPs must comply As of July 1, 2007, all IEPs must comply

with the Statewide IEP in form & format. with the Statewide IEP in form & format. The The “transition”“transition” section must include: section must include:

Student’s preferences & interestsStudent’s preferences & interests Post-secondary goalsPost-secondary goals Course(s) of studyCourse(s) of study Projected date & category of exitProjected date & category of exit

The The “transition activities”“transition activities” must include: must include: AcademicAcademic Employment trainingEmployment training Activities of daily livingActivities of daily living Independent livingIndependent living TransportationTransportation

Statewide IEP, cont’d …Statewide IEP, cont’d … ““Anticipated Services for Transition”Anticipated Services for Transition” - services - services

you anticipate a student 14 years & older will you anticipate a student 14 years & older will need within one year of exiting the agency. need within one year of exiting the agency. The adult services recommended in this The adult services recommended in this section are anticipated services NOT section are anticipated services NOT entitlement services:entitlement services:

General ServicesGeneral Services Further Education/TrainingFurther Education/Training Division of Rehabilitative Services (DORS)Division of Rehabilitative Services (DORS) Developmental Disabilities Administration Developmental Disabilities Administration

(DDA)(DDA) Mental Hygiene Administration (MHA)Mental Hygiene Administration (MHA)

Approximate Timeline Approximate Timeline for Transitionfor Transition

Age 14:Age 14: Attend transition nights or programsAttend transition nights or programs Complete DDA applicationComplete DDA application Apply for Social Security benefitsApply for Social Security benefits

Age 16:Age 16: Apply for a driver’s license or identification Apply for a driver’s license or identification

card through MVAcard through MVA Apply to the Division of Rehabilitation Services Apply to the Division of Rehabilitation Services

(DORS)(DORS) Begin planning for future needs (e.g., special Begin planning for future needs (e.g., special

needs trusts, living arrangements, health needs trusts, living arrangements, health benefits)benefits)

Timeline, cont’d …Timeline, cont’d … Age 17:Age 17:

Explore post-secondary education optionsExplore post-secondary education options Investigate high school to college transition Investigate high school to college transition

programsprograms Contact DORS counselorContact DORS counselor Create a support networkCreate a support network Create social connections that may continue Create social connections that may continue

after schoolafter school Age 18:Age 18:

Apply for SSI Apply for SSI Investigate the need for guardianship or a less Investigate the need for guardianship or a less

restrictive alternativerestrictive alternative

Timeline, cont’d …Timeline, cont’d … Register to voteRegister to vote Register for selective serviceRegister for selective service

Ages 18-21:Ages 18-21: Explore employment, transportation, and living Explore employment, transportation, and living

optionsoptions Sign a release/request of records form (for Sign a release/request of records form (for

school to share information with adult agencies)school to share information with adult agencies) If eligible for DDA, meet with Service If eligible for DDA, meet with Service

Coordination & visit with adult service providersCoordination & visit with adult service providers Develop a schedule to transition into adult Develop a schedule to transition into adult

servicesservices

Recommended ComponentsRecommended Componentsof Transition Planningof Transition Planning

Guidelines for Transitional PlanningGuidelines for Transitional Planning Selecting & planning occupational choicesSelecting & planning occupational choices Exhibiting appropriate work behaviorsExhibiting appropriate work behaviors Seeking, securing, & maintaining employmentSeeking, securing, & maintaining employment

Postsecondary Educational ActivitiesPostsecondary Educational Activities Learning effective study habitsLearning effective study habits Arranging for job try-outsArranging for job try-outs Making accommodations for collegeMaking accommodations for college Identifying post-secondary institutionsIdentifying post-secondary institutions Applying for schools of choiceApplying for schools of choice

Recommended Components, Recommended Components, cont’d …cont’d …

Independent LivingIndependent Living Apartment w/roommate, group home, semi-Apartment w/roommate, group home, semi-

independent living, board & supervision independent living, board & supervision facilities, personal care facilitiesfacilities, personal care facilities

Nursing homes & institutionsNursing homes & institutions Home economics, money management, & daily Home economics, money management, & daily

living skillsliving skills Community-based curriculumCommunity-based curriculum

Recommended Components, Recommended Components, cont’d …cont’d …

Eligibility for Adult ServicesEligibility for Adult Services DORSDORS Developmental Disability CouncilDevelopmental Disability Council Community BoardsCommunity Boards Non-profit organizationsNon-profit organizations Advocacy groupsAdvocacy groups Local parent groupsLocal parent groups

Community ParticipationCommunity Participation Leisure & recreation skillsLeisure & recreation skills Personal & social skillsPersonal & social skills

Recommended Components, Recommended Components, cont’d …cont’d …

VocationalVocational PlacementPlacement OptionsOptions:: Adult day programs;Adult day programs; Rehabilitation facilities;Rehabilitation facilities; Job placement in competitive employment; Job placement in competitive employment; Transitional employment;Transitional employment; Supported employment; or Supported employment; or Sheltered workshop. Sheltered workshop.

Recommended Components, Recommended Components, cont’d …cont’d …

Three Factors Critical to Successful Three Factors Critical to Successful Transition PlanningTransition Planning

Involvement of team members who are Involvement of team members who are knowledgeable of the availability of community knowledgeable of the availability of community services; services;

Process to ensure identification of all desired Process to ensure identification of all desired outcomes within the least restrictive outcomes within the least restrictive environment; andenvironment; and

Ability of community agencies to provide or Ability of community agencies to provide or pay for the needed services. pay for the needed services.

Components of an Components of an Assessment in Transition Assessment in Transition

PlanningPlanning Functional vocationalFunctional vocational – measures daily living – measures daily living

activities, skills, behavioral performances, and activities, skills, behavioral performances, and environmental needs.environmental needs.

Portfolio assessmentPortfolio assessment – summaries of informal – summaries of informal & functional assessments (e.g., videotapes, & functional assessments (e.g., videotapes, letters of reference, interviews, etc.).letters of reference, interviews, etc.).

Achievement testsAchievement tests – info. about a student’s – info. about a student’s skills in reading, math, and other subjects.skills in reading, math, and other subjects.

Psychometric testsPsychometric tests – measure attributes of a – measure attributes of a student’s interests, personality, and aptitudes.student’s interests, personality, and aptitudes.

Components of an Components of an Assessment, cont’d…Assessment, cont’d…

Neuropsychological Neuropsychological – profile of cognitive, – profile of cognitive, sensorimotor, and affective domains.sensorimotor, and affective domains.

EcologicalEcological – looks at the environment where – looks at the environment where the activity will take place through the activity will take place through performance and steps involved in the activity.performance and steps involved in the activity.

Formal assessmentFormal assessment – achievement tests, – achievement tests, aptitude tests, interest inventories, adaptive aptitude tests, interest inventories, adaptive behavior scales, and transition assessment behavior scales, and transition assessment instruments. instruments.

Curriculum-Based Vocational Assessment Curriculum-Based Vocational Assessment (CBVA)(CBVA) – performance based procedures – performance based procedures developed by teachers for their own developed by teachers for their own curriculum. curriculum.

Things to RememberThings to Remember

High SchoolHigh School Mandatory, freeMandatory, free EntitlementEntitlement Identifies studentsIdentifies students Special programsSpecial programs Modified courseModified course Offers supportOffers support Applies Applies

accommodationsaccommodations Monitors progressMonitors progress May have small classesMay have small classes Schedule is arrangedSchedule is arranged Tests & quizzesTests & quizzes

College/UniversityCollege/University Voluntary, expensiveVoluntary, expensive EligibilityEligibility Must self-identifyMust self-identify Academic standardsAcademic standards Academic standardsAcademic standards Seek supportSeek support Request Request

accommodationsaccommodations Monitor own progressMonitor own progress May have large classesMay have large classes Arrange own scheduleArrange own schedule Lengthy examsLengthy exams

Things to Remember, Things to Remember, cont’d …cont’d …

High SchoolHigh School Applicable laws:Applicable laws:

IDEA 2004IDEA 2004 Section 504Section 504 ADAADA

College/UniversityCollege/University Applicable laws:Applicable laws:

Section 504Section 504 ADAADA

CommunityResources

DORS

DDA

AbilitiesNetwork

ARC

CommunityResources

DORS

Division of Rehabilitation Division of Rehabilitation Services (DORS)Services (DORS)

DORS is a part of the Maryland State DORS is a part of the Maryland State Department of Education (MSDE).Department of Education (MSDE).

DORS offers programs and services to DORS offers programs and services to individuals with disabilities who want to work individuals with disabilities who want to work or become more independent in their homes or become more independent in their homes and communities. and communities.

DORS begins to serve students while they are DORS begins to serve students while they are in high school to help them move into higher in high school to help them move into higher education, vocational training, and education, vocational training, and employment. employment.

DORS Programs & DORS Programs & ServicesServices

Career decision-making, counseling, & Career decision-making, counseling, & referralreferral – explore training & job options; – explore training & job options;

Assistive technologyAssistive technology – technology services – technology services that help individuals get or keep a job; that help individuals get or keep a job;

Vocational trainingVocational training – job-training programs – job-training programs & specialized training. & specialized training. DORS may be able to assist income-DORS may be able to assist income-

eligible individuals with costs (e.g., eligible individuals with costs (e.g., books or tools). books or tools).

DORS Programs & Services, DORS Programs & Services, cont’d …cont’d …

Independent living skillsIndependent living skills – instruction on – instruction on the basics of household & community the basics of household & community living; living;

Job search, placement, & job-keeping Job search, placement, & job-keeping servicesservices – follow-up for 90 days after – follow-up for 90 days after placement; placement;

Supported employment/job coachingSupported employment/job coaching – – funding for job coaching services (e.g., funding for job coaching services (e.g., work skills & behaviors); work skills & behaviors);

DORS Programs & Services, DORS Programs & Services, cont’d …cont’d …

Medical rehabilitation services Medical rehabilitation services – short-– short-term counseling, visual aids, & prosthetics; term counseling, visual aids, & prosthetics; and and

Other support services Other support services – assistance may – assistance may be available for transportation, be available for transportation, maintenance, and personal assistance maintenance, and personal assistance services. services.

Eligibility for DORSEligibility for DORS

Students with a wide variety of Students with a wide variety of significant physical, emotional, significant physical, emotional, cognitive & learning disabilities may cognitive & learning disabilities may qualify for services. qualify for services.

Toward the end of high school, Toward the end of high school, students with disabilities may seek students with disabilities may seek services from a public rehabilitation services from a public rehabilitation program, such as DORS. program, such as DORS.

Eligibility, cont’d …Eligibility, cont’d …

Students must meet certain criteria in Students must meet certain criteria in order to be eligible for services.order to be eligible for services. Note: IDEA 2004 does not apply; rather, Note: IDEA 2004 does not apply; rather,

the Rehabilitation Act of 1973 applies to the Rehabilitation Act of 1973 applies to these students. these students.

Students with the most significant Students with the most significant disabilities are served first.disabilities are served first. Meaning, eligible students with less Meaning, eligible students with less

significant disabilities may not receive significant disabilities may not receive services. services.

Eligibility, cont’d …Eligibility, cont’d …

Students who receive Supplemental Students who receive Supplemental Security Income (SSI) or Social Security Income (SSI) or Social Security Disability Insurance (SSDI) Security Disability Insurance (SSDI) are presumed to be eligible and to are presumed to be eligible and to have a significant disability. have a significant disability.

Payment for ServicesPayment for Services

No payment - career guidance & No payment - career guidance & counseling, or assessment & job counseling, or assessment & job placement; placement;

Sliding scale – most other services; Sliding scale – most other services; andand

DORS counselors will help to look for DORS counselors will help to look for other funding sources. other funding sources.

Vocational Rehabilitation Vocational Rehabilitation ProgramProgram

DORS counselors work with the student’s DORS counselors work with the student’s teachers, parents or guardians to help the teachers, parents or guardians to help the student plan for the future. student plan for the future.

Counselors will: determine eligibility; help Counselors will: determine eligibility; help

identify a student’s interests & abilities; identify a student’s interests & abilities; help develop & write an Individualized Plan help develop & write an Individualized Plan for Employment (IPE); provide for Employment (IPE); provide employment related services; & help employment related services; & help students find a job. students find a job.

Individualized Plan for Individualized Plan for Employment (IPE)Employment (IPE)

Helps guide the student toward Helps guide the student toward employment & independent living goals. employment & independent living goals.

Review of educational, medical, & Review of educational, medical, &

psychological reports, including the psychological reports, including the student’s Individualized Education student’s Individualized Education Program (IEP) and transition plan for Program (IEP) and transition plan for students receiving special education. students receiving special education.

IPE, cont’d …IPE, cont’d …

The student will complete the IPE (counselors, The student will complete the IPE (counselors, parents, or school personnel may assist). parents, or school personnel may assist).

IPE must be in place prior to the student’s IPE must be in place prior to the student’s exit from school. exit from school.

IPE includes: employment goal & services IPE includes: employment goal & services needed; who will provide & pay for services; needed; who will provide & pay for services; how the services will be evaluated; & when how the services will be evaluated; & when employment is expected to occur. employment is expected to occur.

IPE, cont’d …IPE, cont’d …

IPE describes the responsibilities of the IPE describes the responsibilities of the student & DORS. student & DORS.

IPE must be approved by DORS. IPE must be approved by DORS.

IPE will be reviewed each year (or sooner). IPE will be reviewed each year (or sooner).

Independent Living Plan Independent Living Plan (ILP)(ILP)

If the student requests services to If the student requests services to enhance independence, the student will enhance independence, the student will also develop an ILP.also develop an ILP.

Students develop ILPs at the same time Students develop ILPs at the same time they develop IEPs. they develop IEPs.

DORS provides support to encourage DORS provides support to encourage independent living. independent living.

Referrals to DORSReferrals to DORS

Usually occur during the second to last Usually occur during the second to last year of school. year of school.

Students and families may refer Students and families may refer themselves. themselves.

Contact the nearest DORS office: 1-888-Contact the nearest DORS office: 1-888-554-0334 to ask about office locations. 554-0334 to ask about office locations.

Online referrals: Online referrals: www.dors.state.md.us.. Forms can be mailed, faxed, or delivered.Forms can be mailed, faxed, or delivered.

AbilitiesNetwork

Abilities NetworkAbilities Network An organization serving persons with An organization serving persons with

disabilities through a variety of divisions:disabilities through a variety of divisions: Project Act; Project Act; Healthy Families;Healthy Families; Senior Services; Senior Services; Community & Employment Partners; Community & Employment Partners; Epilepsy Services; and Epilepsy Services; and Autism ServicesAutism Services. .

Note: Handouts for Note: Handouts for Support Services & Support Services & Community & Employment PartnersCommunity & Employment Partners will be will be disseminated. disseminated.

Support ServicesSupport Services

Support Services – available to adults & Support Services – available to adults & children who have a developmental children who have a developmental disability, reside in a service area, & do not disability, reside in a service area, & do not receive services from the Developmental receive services from the Developmental Disabilities Administration (DDA).Disabilities Administration (DDA).

Services include: information & resource Services include: information & resource

referrals; advocacy in schools & the referrals; advocacy in schools & the community; support groups, sibshops, community; support groups, sibshops, assistance with accessing resources, etc. assistance with accessing resources, etc.

Community/Employment Community/Employment PartnersPartners

Community & Employment Partners – offers Community & Employment Partners – offers adults with disabilities connections to housing, adults with disabilities connections to housing, communities, & potential employers. communities, & potential employers.

Services include: budget & banking; identifying & Services include: budget & banking; identifying & using community resources; planning & preparing using community resources; planning & preparing meals; learning transportation skills; obtaining meals; learning transportation skills; obtaining health & medical care; seeking recreational health & medical care; seeking recreational activities; & community connections. activities; & community connections.

Associates serve as a liaison between individuals Associates serve as a liaison between individuals & participating employers. & participating employers.

For information contact: 1-800-492-2523 or For information contact: 1-800-492-2523 or abilititesnetwork.orgabilititesnetwork.org

ARC

ARC of MarylandARC of Maryland The largest statewide advocacy organization The largest statewide advocacy organization

assisting persons with cognitive & assisting persons with cognitive & developmental disabilities. developmental disabilities.

ARC assists with futures planning or special ARC assists with futures planning or special needs planning, which involves legal planning, needs planning, which involves legal planning, financial planning, & life planning. financial planning, & life planning. ARC can provide information regarding choosing an ARC can provide information regarding choosing an

attorney, wills & direct inheritances, third-party attorney, wills & direct inheritances, third-party special needs trust, guardianship, & handling special needs trust, guardianship, & handling money.money.

For information contact: For information contact: www.thearcmd.org or or call (410) 571-9320.call (410) 571-9320.

DDA

Developmental Developmental Disabilities AssociationDisabilities Association

The DDA provides a coordinated service The DDA provides a coordinated service delivery system so that individuals with delivery system so that individuals with developmental disabilities receive developmental disabilities receive appropriate services oriented toward the appropriate services oriented toward the goal of integration into the community.goal of integration into the community.

Services are provided through a combination Services are provided through a combination of 4 state residential centers (providing of 4 state residential centers (providing services to individuals with mental services to individuals with mental retardation) & a wide array of community retardation) & a wide array of community based services delivered primarily through a based services delivered primarily through a network of non-profit providers.network of non-profit providers.

DDA EligibilityDDA Eligibility An individual is eligible for services if An individual is eligible for services if

he/she has:he/she has: A developmental disability ORA developmental disability OR A severe chronic disability caused by a A severe chronic disability caused by a

physical or mental condition, other than a sole physical or mental condition, other than a sole diagnosis of mental illness.diagnosis of mental illness.

Individuals MUST apply to be eligible.Individuals MUST apply to be eligible.

Eligibility DeterminationEligibility Determination DDA staff will review the application for DDA staff will review the application for

eligibility for services.eligibility for services. A service coordinator or case worker will A service coordinator or case worker will

be assigned to the case and schedule a be assigned to the case and schedule a home visit to determine eligibility.home visit to determine eligibility.

If eligible, an assignment will be made to If eligible, an assignment will be made to one of the following categories:one of the following categories: Crisis resolution;Crisis resolution; Crisis prevention; ORCrisis prevention; OR Current request/future need.Current request/future need.

Types of ServicesTypes of Services Resource CoordinationResource Coordination Day Services (e.g., day habilitation or supported Day Services (e.g., day habilitation or supported

employment)employment) Individual/Family Support Services (ISS/FSS)Individual/Family Support Services (ISS/FSS) Community Supported Living Arrangement (CSLA)Community Supported Living Arrangement (CSLA) Residential ServicesResidential Services

Contact DDA: Contact DDA: http://dda.dhmh.maryland.gov/SitePages/http://dda.dhmh.maryland.gov/SitePages/Home.aspx or call 1-877-4MD-DHMH.Home.aspx or call 1-877-4MD-DHMH.

Governor’s TransitioningGovernor’s TransitioningYouth Initiative (GTYI)Youth Initiative (GTYI)

Eligibility:Eligibility: Turning 21 years of ageTurning 21 years of age Developmental delaysDevelopmental delays In need of supported employment or day In need of supported employment or day

services after leaving schoolservices after leaving school Application:Application:

Must complete the DDA application first.Must complete the DDA application first. School teams will submit the names of School teams will submit the names of

students exiting at 21 to transition staffstudents exiting at 21 to transition staff DDA & Transition Coordinator will review the DDA & Transition Coordinator will review the

list to ensure that eligible 21-year-old students list to ensure that eligible 21-year-old students are identifiedare identified

GTYI, cont’d …GTYI, cont’d … Responsibility of student/family:Responsibility of student/family:

Work closely with the IEP team and local Work closely with the IEP team and local educational agencyeducational agency

Keep copies of all applicationsKeep copies of all applications Visit adult service agenciesVisit adult service agencies Attend workshopsAttend workshops Apply for SSI Apply for SSI Apply for Medical AssistanceApply for Medical Assistance Follow the timeline for choosing adult servicesFollow the timeline for choosing adult services

GTYI, cont’d …GTYI, cont’d …

Timeline:Timeline: September/October – Transition FairSeptember/October – Transition Fair December 3December 3rdrd – Families select a provider – Families select a provider January 7January 7thth – Schools & providers give selection – Schools & providers give selection

lists to DDAlists to DDA January 31January 31stst – Match Day (i.e., final selections – Match Day (i.e., final selections

are made)are made) March 3March 3rdrd – Budgets & plans are due to DDA – Budgets & plans are due to DDA

Contact: Anna Marc at (410) 902-4553 or Contact: Anna Marc at (410) 902-4553 or [email protected]

P.O.G.

People On the Go People On the Go

People On the Go (P.O.G.) is a statewide self People On the Go (P.O.G.) is a statewide self advocacy group in Maryland.advocacy group in Maryland.

A group of advocates with intellectual and A group of advocates with intellectual and developmental challenges who use their developmental challenges who use their voices to be heard and recognized.voices to be heard and recognized.

Activities: trainings about issues of interest, Activities: trainings about issues of interest, quarterly meetings, participation in legislation, quarterly meetings, participation in legislation, and policy change.and policy change.

Contact P.O.G.: (410) 974-6139 (Baltimore), Contact P.O.G.: (410) 974-6139 (Baltimore), (410) 571-9320 (Annapolis) or (410) 571-9320 (Annapolis) or [email protected]@pogmd.org

Contact InformationContact Information

Maureen van Stone, Esq., M.S.Maureen van Stone, Esq., M.S.

Associate Director, MCDDAssociate Director, MCDD

Director, Project HEALDirector, Project HEAL

716 N. Broadway, Office 106716 N. Broadway, Office 106

Baltimore, Maryland 21205Baltimore, Maryland 21205

Tel: (443) 923-9555Tel: (443) 923-9555

Fax: (443) 923-4417Fax: (443) 923-4417

E-mail: E-mail: [email protected]