The Family Cafe http://www.familycafe.net/
1326 N. Bronough Street, Tallahassee, Florida 32303
Phone: (850) 224-4670
Toll Free (888) 309-CAFE
Fax: (850) 224-4674

Family Voices http://www.familyvoices.org/
3411 Candelaria NE, Suite M
Albuquerque, NM 87107
Phone: (505) 872-4774
Fax: (505) 872-4780
Toll-Free: 1-888-835-5669
E-mail: kidshealth@familyvoices.org

Florida Institute for Family Involvement http://www.fifionline.org/
3927 Spring Creek Highway
Crawfordville, FL 32327
850/926-3514
240/358-6542 (fax)
E-mail: cjwells@sprynet.com

The Institute for Family-Centered Care http://www.familycenteredcare.org/
7900 Wisconsin Avenue, Suite 405
Bethesda, Maryland 20814
Phone: 301-652-0281, Fax: 301-652-0186
E-mail: Institute@iffcc.org

DisabilityInfo.gov http://www.disabilityinfo.gov/
The comprehensive Federal website of disability-related government resources.

Administration for Children and Families/Department of Health and Human Services http://www.acf.dhhs.gov/
S site includes a list of their programs, web sites, and overview of what they do.

Administration on Developmental Disabilities http://www.acf.dhhs.gov/programs/add/index.htm
The Protection and Advocacy (P&A) System works to empower, protect, and advocate on behalf of persons with developmental disabilities.

Agency for Health Care Policy and Research http://www.ahcpr.gov/
Provides practical health care information, research findings, and data to help consumers, health providers, health insurers,researchers, and policymakers make informed decisions about health care issues.

CDC's Disability and Health Team http://www.cdc.gov/ncbddd/dh/
They are part of the U.S. Department of Health and Human Services located within the new CDC, National Center on Birth Defects and Developmental Disabilities in Atlanta, Georgia.

Center for Medicare & Medicaid Services http://cms.hhs.gov/
Centers for Medicare & Medicaid Services (CMS) formerly the Health Care Financing Administration (HCFA) provides information regarding Medicare and Medicaid programs, statistics, laws and regulations, and more.

Combined Health Information Database http://chid.nih.gov/
CHID is a database produced by health-related agencies of the Federal Government. This database provides titles, abstracts, and availability information for health information and health education resources.

Department of Health and Human Services (DHHS) DIRLINE http://www.hhs.gov/
Directory of Health Organizations is a database maintained by the National Library of Medicine that contains a list of more than 17,000 national, international, and federal organizations.

FirstGov http://www.firstgov.gov/
This web site is the Internet portal for the U.S. Federal government. It consolidates 27 million government Web pages and is designed to be the first source that people will use when they don't know where to locate needed governmental information.

Health Resources and Services Administration (HRSA) Clearinghouse http://www.ask.hrsa.gov/
1-888-Ask HRSA (275-4772)
Publications, resources, and referrals on health care services for low-income, uninsured individuals and those with special health care needs

Individuals with Disabilities Education Act (IDEA)
http://www.ed.gov/databases/ERIC_Digests/ed433668.html

National Institute on Disability and Rehabilitation Research http://www.ed.gov/offices/OSERS/NIDRR/
The United States Department of Education’s Office of Special Education and Rehabilitative Services (OSERS), through its National Institute on Disability and Rehabilitation Research (NIDRR), conducts comprehensive and coordinated programs of research and related activities to maximize the full inclusion, social integration, employment, and independent living of disabled individuals of all ages.

National Institutes of Health (NIH) http://www.nih.gov/
Site provides overview of NIH, selected information on diseases and conditions under investigation at NIH, updates on grants, research training programs, research contracts, news and information.

Document
There's No Place Like Home: Affordable Housing Opportunities in Florida. Frequently Asked Questions of Consumers, Family Members, Professionals and Advocates. Florida Developmental Disabilities Council and the Florida Housing Commission. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

Fair Housing Act
The Fair Housing Act, as amended in 1988, prohibits housing discrimination on the basis of race, color, religion, sex, disability, familial status, and national origin. Its coverage includes private housing, housing that receives Federal financial assistance, and State and local government housing. It is unlawful to discriminate in any aspect of selling or renting housing or to deny a dwelling to a buyer or renter because of the disability of that individual, an individual associated with the buyer or renter, or an individual who intends to live in the residence. Other covered activities include, for example, financing, zoning practices, new construction design, and advertising.

The Fair Housing Act requires owners of housing facilities to make reasonable exceptions in their policies and operations to afford people with disabilities equal housing opportunities. For example, a landlord with a "no pets" policy may be required to grant an exception to this rule and allow an individual who is blind to keep a guide dog in the residence. The Fair Housing Act also requires landlords to allow tenants with disabilities to make reasonable access-related modifications to their private living space, as well as to common use spaces. (The landlord is not required to pay for the changes.) The Act further requires that new multifamily housing with four or more units be designed and built to allow access for persons with disabilities. This includes accessible common use areas, doors that are wide enough for wheelchairs, kitchens and bathrooms that allow a person using a wheelchair to maneuver, and other adaptable features within the units.

Complaints of Fair Housing Act violations may be filed with the U.S. Department of Housing and Urban Development. For more information or to file a complaint, contact:
Office of Program Compliance and Disability Rights
Office of Fair Housing and Equal Opportunity
U.S. Department of Housing and Urban Development
451 7th Street, S.W. , Room 5242
Washington, D.C. 20410
http://www.hud.gov/offices/fheo/index.cfm
(800) 669-9777 (voice)
(800) 927-9275 (TTY)
For questions about the Fair Housing Act, you may call the Office of Fair Housing and Equal Opportunity at:
(202) 708-2333 (voice)
(202) 401-1247 (TTY)
For publications, you may call the Housing and Urban Development Customer Service Center at:
(800) 767-7468 (voice)
(800) 877-8339 (TTY)
Additionally, the Department of Justice can file cases involving a pattern or practice of discrimination. The Fair Housing Act may also be enforced through private lawsuits.

Supported Living
Over the past thirty years, thinking in the developmental disability field has progressed through several very different ideas regarding the best living arrangements for adults. At one time, the only residential possibility open to families was the large state institution (the protection and isolation philosophy). Options increased with the addition of a smaller group setting- the ICF/MR or ICF/DD (the training or development emphasis). These facilities offer individuals with the most severe disabilities an array of services "bundled" together. Yet these group living settings are also set apart from the community. In the 1970's, a number of people moved out of institutions and into new group homes (the beginning of the community-based philosophy). Though physically located in the community, many group homes are in less desirable areas. The people who live there remain apart from their neighbors and without true community inclusion. Some families are only familiar with these three residential options, which place people in service locations, rather than deliver supports to people where they are.

In the hope of gaining some control over their lives and of taking part in their communities, increasing numbers of people with disabilities are opting to live in homes of their own. Some choose to live alone, while receiving supportive services and help from a personal care assistant, assistive technology, or a roommate. Some individuals purchase their own homes; others rent apartments. Still others choose to remain in their family homes after their parents are gone. Regardless of the chosen arrangement, a growing number of adults with developmental disabilities are proving that they can be successful. With the right type of setting and adequate levels of supports, they live in ways that allow them to be included in the lives of their communities. Starting with 200 clients in 1988, by 1996 there were 1,500 people in Florida receiving supported living services. Others have since followed.

The option of supported living allows a person with a disability to live in--and become integrated into the--local community. Supported living is actually one in a category of services that are chosen by or for an individual. It provides the ongoing supports necessary for the person to live in his or her own home. Supported living is about control and personal choices. It occurs in your own home and community and gives you the chance to choose where, how and with whom you live.

This service is offered around the country, with some differences from state to state. In the State of Florida you are eligible for supported living if you: 1) are 18 years or older; 2) are a client of the Developmental Service Program; 3) want to live in your own home; and, 4) need ongoing supports and services to do so. An eligible person requesting supported living is not expected to demonstrate total independence or attain a predetermined level of skills. Even individuals with the most severe or complex disabilities can live in their own homes, if adequate support is provided. Supported living does not force you to fit into the system. Rather, the idea is to tailor supports and services to the needs of the individual. It transfers control from the service provider to you.

Supported living is different for everyone, just as every person is different. Individuals in supported living can live all over the community, in rented/leased homes & apartments or in homes they own, and receive the training and assistance necessary to maintain a private home.

Supported living separates housing from support. A person doesn't have to live in a particular area to get needed supports and services. The intensity of the supports and services provided are designed to meet your the individual's requirements. If on arrangement doesn't work, another is tried. Supported living involves letting individuals assume increasingly more control over their own lives.

For more information on this topic, please see the Future Planning Website at: http://www.miami.edu/futureplanning/future_planning.html

Modifications for Independent Living

Aids for Daily Living
There are many aids for daily living these can provide assistance for such things as eating, bathing, dressing, toileting, grooming, cooking & food preparation, cleaning, home maintenance, and driving. Some examples of common products that can help in these life areas are shown below.

large grip utensils	sock aid		hand held shower
cutting board	Examples of various home aids for independent living Pictures from www.ncmedical.com		bidet

Home Adaption/Modifications
There are many possible home adaptions or modifications that can be made to help establish a person with a disability in an independent living situation. The scope necessary changes must be first determined. Below are some simple rules of thumb in creating a universally accessible living environment.

First, identify an accessible route throughout the home and floor surface. This should include the entryway and an alternative exit. Remove any obstructions within this pathway. Determine what ramps, railings, platforms, surface type, and edge protections may be necessary for the entryways, walkways, and/or paths. Also determine if there is adequate door width, type, and hardware at all door ways.

Railings or grab bars are very useful for stability in hallways or doorways when going from one room to the next. Also, check the style of all handles, knobs, and switches to see if they are accessible. Also check the height and type of controls and plugs. All rooms for living, bathing, toileting, dining, food preparation, or socializing also need to be assessed for access.

Inspect the kitchen accessibility for cooking, food preparation, eating and cleaning. For wheel chairs there should be a roll-under access under the sink of 27 inches height, 30 inches width, 19”- 25” depth to allow the person to work at the sink. The entire kitchen itself must have 60” clear turning radius to ensure the individual can turn around in the kitchen. Also insure proper height for ease in reaching and using shelves, islands, cabinets and other items. Appliances should also have front controls for functionality, and allow 3’– 4’ between opposing features to allow for ease of use and safety features.

Another area where it is important to check the size and configuration for adequate maneuvering space is the bathroom. It is very important to address bathroom safety and access: roll-in style or curbless showers may be necessary or adaptive bathing features for access and safety. The arrangement and types of toilet, sink, and vanity need to be considered. As well as grab bars, scald control, and diverter valves.

Closets should have adequate reach or roll-in access. Adequate and safe lighting should be provided throughout the environment. Adequate and updated electrical power also needs to be available.

Some other factors that may impact a home environment are: roofing, soffit, windows, locks, weathering and ducts must be in working condition. Ventilation, cooling and heat systems should be in good working order with accessible controls. Also the environment should be free of pests and vermin.

Driving Adaptions/Vehicle Modifications
Vehicle modifications can include such things as a steering wheel knob or hand controls for braking & accelerating and wheelchair lifts. An example of a van with a wheelchair lift is shown below.

Picture courtesy of F.A.A.S.T.

For more information on driving with a disability see the Automotive Safety Issues for Persons with Disabilities Web site from the National Highway Traffic Safety Administration. (NHTSA is the federal government agency with the authority to regulate the manufacture of automotive adaptive equipment and modified vehicles used by persons with disabilities.) Consumer information guides available on this web site include; "Adapting Motor Vehicles For People With Disabilities", "Adaptive Equipment Questionnaire", "Transporting Students With Special Needs" , and Regulations and Standards.

Or Driving Safely. . . after a Spinal Cord Injury from the Spinal Cord Injury Information Network Web site.

HISTORY OF I.D.E.A.
The federal law that supports special education and related service programming for infants, toddlers, children and youth with disabilities is called the Individuals with Disabilities Education Act (IDEA). This law was formerly the Education for the Handicapped Act (EHA), Public Law 94-142 that was originally enacted in 1975 to establish grants to States for the education of children with disabilities, has been amended several times.

In 1986, the EHA was amended by P.L. 99-457 to provide special funding incentives for States that would make a free appropriate public education available for all eligible preschool children with disabilities ages three through five. Provisions were also included to help States develop early intervention programs for infants and toddlers with disabilities; this part of the legislation became known as the Part H program.

The EHA was amended again in 1990 by P.L. 101-476, which, among other things, changed the name of the legislation to the Individuals with Disabilities Education Act, or IDEA. The IDEA was first amended in 1992 by P.L. 102-119. The newest amendments to this law are the Individuals with Disabilities Education Act Amendments of 1997 (P.L.107-117). These amendments restructure IDEA into four parts:

• PART A addresses General Provisions;
  
• PART B covers the Assistance for Education of All Children with Disabilities (This part of the law ensures services to children ages 3-21.) Under Part B of the IDEA, all eligible school-aged children and youth with disabilities are entitled to receive a free appropriate public education (FAPE). Special education especially designed instruction at no cost to parent, to meet the unique needs of a child with a disability.
  Instruction can occur in a variety of settings:
  • Classroom
  • Home
  • Hospital
  • Institution  
  • Other settings
    
  Related Services are also provided for.
  “Transportation and such developmental, corrective, or other supportive services as are required to assist a child with a disability to benefit from special education”
  These may include:
  • Speech and language pathology and
  • Audiology  (Such as identification of children with hearing loss and determining range, nature and degree of loss.  Some additional audiological services may include programs for prevention of hearing loss, counseling or guidance of pupils, parents and teachers, determining a child’s needs for amplification, selecting aids, and evaluating effectiveness of amplification.)
  • Psychological services  
  • Physical & Occupational therapy  
  • Recreation, including therapeutic recreation  
  • Early identification and assessment
  • Counseling including rehabilitation counseling  
  • Orientation & mobility services  (Services provided to students who are blind or have visual impairment to enable them to move safely in their environment in school, home and community. ) These can include:
    • Teaching students spatial and environmental concepts and the use of information received by the senses for travel.
    • Teaching students to use the long cane, as appropriate.
    • Teaching students to understand and use remaining vision and distance low vision aids.
    • Other concepts, techniques and tools.
      
  • Medical services for diagnostic or evaluation purposes
  • School health services  
  • Social work services
  • Parent counseling and training
  • Assistive technology
    

    Assistive Technology
    Assistive Technology can include any equipment , or product system used to increase, maintain, or improve the functional capabilities of a child, such as; switches to access computers, note book computers, or communication devices. This also covers assistive technology services. Which can be any service that directly assists a child with selecting, acquiring, or using an assistive technology device such as:

    • Evaluation
    • Providing equipment
    • Maintaining, customizing, replacing equipment
    • Coordinating other therapies with assistive technology
    • Training and technical assistance for children, families, or others involved in major life functions of the child.  

     Habilitative Activities

    • Language habilitation
    • Auditory habilitation  
    • Speech reading  
    • Hearing evaluation  
    • Speech conversation
• PART C covers Infants and Toddlers with Disabilities
  (Ensures services to infants and toddlers with delays and or disabilities and is discussed later in this presentation. Children birth to 36 months with established conditions that have a high probability of resulting in developmental disabilities or developmental delay are eligible.) ;

  Established Conditions can include:

  • Genetic and metabolic disorders (i.e. Down Syndrome),
  • Neurological abnormalities and injuries (i.e. Cerebral Palsy),
  • Severe attachment disorders
  • Significant sensory impairments (i.e. visually impaired & hearing impaired).

  Development can be delayed in one or more of the following areas:

  • Cognitive development
  • Physical/motor (including vision and hearing)
  • Communication
  • Social or emotional development
  • Adaptive development

  Criteria for a Delay
  Criteria for a delay can be a score of 1.5 standard deviations below the mean in at least one area of development and/or a 25% delay on measures yielding scores in months in at least one area of development.

  For the first 24 months, or 2 years of age, a developmental delay is defined according to the corrected gestational age, based on gestational age at birth of the child. Beyond 24 months, the developmental delay will be defined according to the child’s chronological age.

  How is eligibility for Part C verified?
  Verification is determined using two or more of the following:

• Appropriate standardized instruments,
• Observational assessments,
• Parent reports,
• Developmental inventories,
• Behavioral checklists,
• Adaptive behavior scales,
• Professional judgment.

When a developmental delay cannot be verified by the use of an appropriate standardized instrument, it may be documented by qualified professionals from two or more disciplines through observation of atypical functioning in any one or more of the following; sensory-motor responses, activity level, emotional or behavioral interactions, and behavioral patterns.

The Infants and Toddlers Program Services Covered Under Part C
Core services can include:

• Child Find: referral, identification and screening
• Evaluation and assessment
• Service coordination
• Family Support Plan
• Occupational Therapy
• Physical Therapy
• Audiology
• Speech and Language Therapy
• Social Work Services
• Psychological Services
• Educational Services
• Health Services
• Nutrition
• Nursing Services
• Medical Services (required for diagnosis)
• Transportation
• Family education,home visits, counseling
• Vision Services

Family Support Plan- Guiding Principles
Each family is different so respect for these differences is important. Families are experts on their children. Which means that family and professional collaboration should be the cornerstone of family support planning.

Families must be able to choose what type and what amount of services they will receive. These services should help the child and family become part of the community and build on natural supports. Also, services should be delivered in natural environments…such as; the home, child care settings, and other places in which the the child is already present.

Part C also states that:

• Families must be informed of their rights under the law.
• Assessment and evaluation will be done only with parent consent.
• Services will be provided to the child and family only with consent.
• The Family Support Plan will be written within 45 days from referral.
• Communication must be in the family’s language or method of communication.
• A transition plan must be put in place 90 days before the child’s 3rd birthday.

Part C of IDEA Summarized:
Part C entitles infants and toddlers to critical early intervention services. The program views the child in the context of the family and addresses both the families needs and the child's.

Services are to be provided in the natural environment, where the child would be if she/he did not have a disability.

The Family Support Plan documents the services the child and family will receive and uses a collaborative approach to caregiving and decision making.

Other Resources for Part C:
Each EI Program in Florida has self-study training modules on different aspects of the Part C program.

National Early Childhood Technical Assistance System:
http://www.nectas.unc.edu

Institute for Family-Centered Care:
http://www.familycenteredcare.org

Council for Exceptional Children
http://www.cec.sped.org/pp/

• PART D addresses National Activities to Improve the Education of Children with Disabilities.

APPROPRIATE EVALUATION
Initial Evaluation Assessment is needed to determine the present level of the child’s performance and educational needs. Tests results, observations and recommendations may be utilized to help determine eligibility. These must be conducted in the child’s native language and must be culturally non-discriminatory. The initial evaluation is used to determine if the child has a disability and if the child needs special education and related services.

WHO DETERMINES ELIGIBILITY?
A group of qualified professionals and the parent determine the need for special education and related services. The public agency must give parents a copy of the Evaluation Report  Documentation of the Eligibility Determination.

Reevaluations are conducted at least once every three years, or more often if the parent or the teacher requests. All reevaluations require parental consent. Reevaluation results will be used to change a child’s placement if necessary. Parents can deny a reevaluation requests from the public agency and they may also request an evaluation at any time.

Suggestions to Parents for Requesting An Evaluation
Ask for evaluation in writing & keep a copy of your request. Also explain your child’s problems and why you think an evaluation is needed. Be sure to share important information with the school staff about your child’s performance and your concerns. Finally, request a copy of the evaluation before a meeting.  

WHO QUALIFIES?
All children between the ages of birth and 21 years of age, who by reason of delay or disability, need special instruction and related services. These can include:

• Mental Retardation
• Hearing Impairment, including deafness
• Speech and language impairments
• Visual impairments, including blindness
• Emotional disturbance
• Orthopedic impairments
• Other health impairments
• Specific learning disabilities
• Deaf/blindness
• Multiple disabilities
• Autism
• Traumatic Brain Injury

INDIVIDUALIZED EDUCATION PROGRAM (IEP)
The general purpose of the I.E.P. is to establish general goals, including benchmarks or short term objectives for the child, to state special education and related services and supplementary aids to be provided by the public agency to the child.

Members of The IEP Team can be parents, a regular education teacher of the child (if the child is or may be in the regular education environment), a special education teacher, a district representative, someone who can interpret the evaluation results, the child (when appropriate), or other individuals with special knowledge or expertise, and advocates for the family and child.

TRANSITION AND THE IEP
As students reach 14 years of age, IDEA calls for transition planning and services. Transition services are a coordinated set of activities that promote movement from school to post school activities, such as employment, postsecondary education or vocational training.

This new requirement was in partial response to the reality that only a small percentage of children with disabilities finish high school and an even more staggering fact that approximately 75% of individuals with developmental disabilities are unemployed.

The youth, their families, school personnel and others as needed, i.e. Vocational Rehabilitation must begin planning and preparing for this important transition. They must plan it together and it must be documented on the IEP. Students must be a part of the IEP meetings whenever transition services are being discussed.

LEAST RESTRICTIVE ENVIRONMENT
Least Restrictive Environment means that special classes, separate schooling or other removal of the child from the regular education environment should occur only if the  nature and the severity of the disability is  such that education in regular classes with the use of supplemental aids and services cannot be achieved.     To provide least restrictive environment, a public agency must ensure that a child will attend the school he or she would attend if nondisabled, unless the IEP requires otherwise. A child with a disability is not removed from education in age appropriate regular classrooms solely because of needed modifications in the curriculum.

Alternative Placements include:

• Regular classes
• Special classes
• Special school
• Home instruction
• Instruction in hospitals and institutions
• Necessary supports are to be provided in conjunction with regular class placements.

Parent and Student Participation in The Decision Making Process
Parents are part of the group that makes the decision regarding their child’s eligibility.

Procedural Safeguards
Are designed to protect the rights of parents and their child with a disability, as well as to give families and public agencies a mechanism for resolving disputes. A copy of the Procedural Safeguardsare given at the time of initial referral for evaluation and with the notification of an IEP meeting, along with the consent forms for Reevaluations. The Local Education Agency (LEA) meeting representative is responsible for reviewing the procedural safeguards with the parents.

The Content of the Procedural Safeguards Notice
Provides a full explanation of the procedural safeguards available to parents and of the State complaint procedures. Mediation is a voluntary process that may be used to resolve disputes between the school system and the parents of a child with a disability.  

Mediation Procedures Under IDEA 97 states that the State must establish procedures to ensure that mediation process is available, at a minimum, whenever a due process hearing is requested. That mediation must be;  voluntary, timely and impartial.    Mediation must be at no cost to the parents, confidential and must result in a written agreement. The State may not deny or delay the right to a hearing.

A "Due Process Hearing" must be requested at the district level and involves an impartial, third party called a hearing officer. The request must include the following:

• The name of the child
• The address of the child’s residence
• The name of the school child is attending  
• The description of the nature of the problem, including facts relating to the problem; and
• The proposed resolution of the problem to the extent known and available to the parents, at the time.    

Web pages:
Individuals with Disabilities Education Act (IDEA)
http://www.ed.gov/databases/ERIC_Digests/ed433668.html

Part H program http://www.ed.gov/pubs/OSEP95AnlRpt/ch2a-1.html
1997 (P.L.107-117)

National Early Childhood Technical Assistance System: http://www.nectas.unc.edu

Institute for Family-Centered Care: http://www.familycenteredcare.org

Council for Exceptional Children http://www.cec.sped.org/pp/

Free Appropriate Public Education (FAPE) Website: http://www.fape.org

CMS- Infant Eligibility http://www.cms-kids.com/infantelig.htm

Florida Partnership for School Readiness http://www.myflorida.com/myflorida/government/governorinitiatives/schoolreadiness/index.html

Partners for a Healthy Baby Curricular Series: http://www.cpeip.fsu.edu/product.html from the Center for Prevention and Early Intervention Policy.

ZERO TO THREE Website: http://www.zerotothree.org/

EPSDT http://www.orchd.state.fl.us/epsdt/EPSDT.HTML

The FSU Center for Prevention and Early Intervention Policy: Research on Mental Health http://www.fsu.edu/~cpeip/research.html#mental

Office of Special Education and Rehabilitation Services U.S. Department of Education: http://www.ed.gov/offices/OSERS/index.html

A Guide to the Individualized Education Program
http://www.ed.gov/offices/OSERS/OSEP/Products/IEP_Guide/
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Ave.,
S.W. Washington, DC 20202
Phone: (202) 205-5465

I.E.P. Pop-Up Website: http://www.nclid.unco.edu/Hvoriginals/Advocacy/Popup/popup.html
Feeling disenfranchised? Tired of showing up at your child's IEP and leaving dazed, confused, and frustrated? Or feeling like every time you make a suggestion you hit a brick wall? This website provides responses you can use to common "hurdle talk" - words and attitudes that keep the IEP meeting from being successful - as you are advocating for your child's needs. Become empowered, learn the laws and understand your rights to advocate for a communication driven education for your child!

Free Appropriate Public Education (FAPE) Website: http://www.fape.org
PACER Center
8161 Normandale Boulevard
Minneapolis, MN 55437-1044
Phone: (952) 838-9000
(952) 838-0190 TTY

Documents:
EIP- Evaluation and Assessment, Family Support Plan, Family Involvement in the EIP (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

Florida Association of Infant Mental Health (FAIMH) Newsletter: Summer 2002. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

"Making a Difference in the Lives of Infants and Toddlers and Their Families:
The Impacts of Early Head Start- Executive Summary", prepared by Mathematica Policy Research for the U.S. Department of Health and Human Services, June 2002. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.) Full report available at: http://www.mathematica-mpr.com/3rdLevel/ehstoc.htm.

Florida Strategic Plan Executive Summary, Florida Association of Infant Mental Health (FAIMH). Or see full version below.

Florida's Strategic Plan for Infant Mental Health. Full version. Prepared by The Florida State University Center for Prevention and Early Intervention Policy for the Florida Developmental Disabilities Council. September 29, 2000. 57 pages. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

U.S. Department of Education, President's Commission on Excellence in Special Education, (2002). A new era: Revitalizing special education for children and their families. Washington, DC: Author.(This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

A Guide to the Individualized Education Program
http://www.ed.gov/offices/OSERS/OSEP/Products/IEP_Guide/
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Ave.,
S.W. Washington, DC 20202
Phone: (202) 205-5465

From "Kids' Health" supplement in the October 18-20, 2002, weekend edition of USA Today
http://www.aap.org/advocacy/releases/medicalhome.htm
Most people would agree that every child deserves a home. But pediatricians across the nation are taking that idea one step further, asserting that every child needs a "medical home" - somewhere children can get comprehensive healthcare from doctors who know them, all the time, no matter what.

The "Medical Home" is far from a new concept; it has been used in medical and government circles for the last decade. But confusion over exactly what the concept means recently prompted the American Academy of Pediatrics (AAP) to release a policy statement that clarifies the term.

According to the AAP, a medical home means that the medical care of infants, children and teens needs to be accessible, continuous, comprehensive, family-centered, coordinated, compassionate and culturally effective. It should be delivered or directed by well-trained physicians and pediatricians who help manage and facilitate essentially all aspects of care. For care to be effective, the child and family need to know the medical caregiver and develop a partnership of mutual responsibility and trust. This can be especially important for children with special needs who often need medical care far beyond what other children require.

The physical location or structure of a medical home does not matter as much as the services provided there. It can be a physician's office, a hospital outpatient clinic, a community health center or school-based clinic, as long as it provides comprehensive care. That includes services 24 hours a day, seven days a week, and referrals to pediatric medical subspecialists and surgical specialists as needed.

"Ideally, a medical home would also interact with child care, early childhood education programs and schools," says Calvin C.J. Sia, M.D., FAAP, and chair of the AAP's Medical Home Initiatives Project Advisory Committee. "The medical home plays a central role in the trend to improve school readiness of children before they enter primary school. School readiness and optimal health require a combination of both medical and social services."

The AAP says that care provided outside of a medical home, for example in emergency departments or walk-in clinics, costs more and isn't effective. Although many experts agree, some doctors say that one of the biggest barriers the medical home concept faces is inadequate government or insurance company reimbursement for the practice's extra time and effort involved in providing the comprehensive services required of a medical home. "If you aren't paid adequately for the time spent making phone calls and filling out forms and getting to know families and researching complicated medical issues for parents of special needs children, it can be very hard," says Dr. Sia.

Other barriers such as personnel constraints, practice patterns, and economic and social forces challenge the creation of medical homes, especially medical homes that are culturally effective. "All families carry with them concepts about health and illness that are shaped by their own complex cultures," Dr. Sia says. "When a family's culture and interpretations clash with a pediatrician's diagnosis or treatment plan, the therapeutic process can break down, with drastic results."

Several local and national health policy reforms currently focus on the need for medical homes for all children. The federal Maternal and Child Health Bureau, for instance, has been a partner with AAP in support of the National Center for Medical Home Initiatives for Children with Special Needs over many years. This center is assisting pediatricians in communities across the country to change practices in ways that serve families better. The U.S. Department of Health and Human Services' Healthy People 2010 program says: "all children with special health care needs will receive regular ongoing comprehensive care within a "medical home,'" and multiple federal programs require that all children have access to an ongoing source of health care. Training pediatricians to implement the medical home is also a goal. The vision of Future of Pediatric Education II (FOPE II), a three-year initiative launched by the pediatric community, states: "Pediatric medical education at all levels must be based on the health needs of children in the context of the family and community" and "all children should receive primary care services through a consistent 'medical home.'"

For more information on "Medical Homes" see the National Center of Medical Home Initiatives for Children with Special Needs http://www.medicalhomeinfo.org/.

Care Organizing Tools: The Care Notebook and Care Organizer This website provides Word Documents and .pdf files of these free tools for families who have children with special health care needs. Families use Care Notebooks to keep track of important information about their child's health and care. This makes it easier to find and share key information with their child's care team. From the Center for Children with Special Needs a program of Children's Hospital and Regional Medical Center.

Parent to Parent of Miami, Inc., http://www.ptopmiami.org/
This is a federally funded Community Parent Resource Center serving Miami-Dade and Monroe Counties. This program is a community wide, tax exempt, non-profit organization that provides information, educational training, support, and emergency assistance, to families who have children and adults with disabilities and/or special needs. The services are provided in English, Spanish and Creole.
9040 Sunset Drive, Ste G - Miami, Florida 33173
Tel: 305-271-9797 - Fax: 305-271-6628
Email: info@ptopmiami.org

State Resource Documents
Sumer Programs & Camp List for Individuals with Disabilities, 2005(This is a .pdf file, you must have Adobe Acrobat Reader to open this file.) Source: Ratliff, Christine. A Camp for Everyone: A practical guide to summer planning for parents of children with special needs. South Florida Parenting, February 2005, 54-61.

There's No Place Like Home: Affordable Housing Opportunities in Florida. Frequently Asked Questions of Consumers, Family Members, Professionals and Advocates. Florida Developmental Disabilities Council and the Florida Housing Commission. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

Services That your Children Can Receive. From the University of Miami Center for Autism and Related Disabilities (UM CARD) (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

Community Resource Guide 2004: For Families and Caregivers of Children With Special Needs. Provided by FDLRS-South
The local, state and national resources listed in this publication provide information and services for and about children with disabilities and their families. The inclusion in this collection of any agency or provider does not imply that FDLRS/South endorses that provider or agency. It is the responsibility of the service consumers to evaluate the credentials of any provider they choose to use. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

Family Network on Disabilities of Florida, Inc. http://fndfl.org/
Family Network on Disabilities of Florida, Inc. is a statewide alliance of individuals with disabilities, special needs, or at-risk and their families. Our mission is to provide family-driven support, training, information, and advocacy.
2735 Whitney Road
Clearwater, FL 33760-1610
Telephone: (800) 825-5736 or (727) 523-1130 or
Fax: (727) 523-8687
E-mail: fnd@fndfl.org

Florida Developmental Disabilities Council http://www.fddc.org/
The Florida Developmental Disabilities Council encourages and advocates opportunities for persons with developmental disabilities and their families, to enhance their quality of life within their communities.
124 Mariott Drive Suite 203
Tallahassee, Fl 32301-2981
Telephone: (850) 488-4180

Florida Diagnostic and Learning Resource System South (Dade) http://fdlrs-south.dadeschools.net/
The Florida Diagnostic and Learning Resources System is a special education support system for educators and other professionals who work with exceptional children. Within Florida there are 19 Associate and 4 Specialized FDLRS Centers coordinated through the Bureau of Instructional Support and Community Services, Exceptional Student Education Program Development and Services, Division of Public Schools and Community Education, Florida Department of Education, Florida Education Center, Tallahassee, Florida 32399-0400
Telephone: (850) 488-1106
Suncom: 278-1106
FAX: (850) 922-7088.

The Florida Directory of Early Childhood Services
Statewide-computerized resource and referral system for your children and their
families. It can provide information about a wide range of services available in your
community. 1-800-654-4440

Florida Institute for Family Involvement http://www.fifionline.org/
3927 Spring Creek Highway
Crawfordville, FL 32327
850/926-3514
240/358-6542 (fax)
E-mail: cjwells@sprynet.com

Florida Quality Assurance http://www.dfmc-florida.org/index2.htm

FLAIRS Network Database of Human Services http://www.flairs.org/directory.htm
The Network is currently in a pilot project phase, with information and referral
programs in five regions of the state using the Network model to collaboratively
produce a consolidated database of human services covering 20 Florida counties.

Futureplanning Website http://www.miami.edu/futureplanning/
Planning for the future of your loved one with a disability. The information on this web site is arranged by topic- Health Care, Legal Issues, Financial Concerns, Residential Options and Work & Leisure. Two other sections are provided: Services & Supports and Directories & Information Links. Both supply facts and resources (including local state and county), to help you complete the planning process.

American Association on Mental Retardation: http://www.aamr.org/

The ARC national homepage http://www.thearc.org/

Association of University Centers on Disabilities (formerly American Association of University Affiliated Programs) http://www.aucd.org/
A network of interdisciplinary Centers advancing policy and practice for and with individuals with developmental and other disabilities, their families, and communities
1010 Wayne Avenue, Suite 920
Silver Spring, MD 20910
PH: 301-588-8252
FAX: 301-588-2842

CMS Infant Screening Program http://www.cms-kids.com/InfantScrning.htm
Answers frequently asked questions about this process.

DisabilityInfo.gov http://www.disabilityinfo.gov/
The comprehensive Federal website of disability-related government resources.

Early and Periodic Screening, Diagnosis and Treatment (EPSDT) Program http://www.orchd.state.fl.us/epsdt/EPSDT.HTML
The EPSDT health program is for children 0-20 years old. Its-purpose is to find and treat health problems before they become more serious. Care for program eligible children include: Regular medical checkups, immunizations, lab work, health education, nutrition assessment, developmental assessment, referrals to specialty physicians, therapists, regular dental checkups and WIC.

Exceptional Student Education Services http://www.firn.edu/doe/bin00014/ese-home.htm
The Bureau of Instructional Support and Community Services supports school districts and others in their efforts to provide exceptional student education programs for students ages 3 through 21 who have disabilities or who are gifted.
Florida Department of Education
Office of the Commissioner
Turlington Building, Suite 1514
325 West Gaines Street
Tallahassee, Florida 32399
Phone: (850) 245-0505
Suncom: 205-0505
Fax: (850) 245-9667
Suncom Fax: 205-9667

Family & Advocates Partnership for Education http://www.fape.org/

The Family Cafe: http://www.familycafe.net/
1326 N. Bronough Street, Tallahassee, Florida 32303
Phone: (850) 224-4670
Toll Free (888) 309-CAFE
Fax: (850) 224-4674

Family Voices: http://www.familyvoices.org/
3411 Candelaria NE, Suite M
Albuquerque, NM 87107
Phone: (505) 872-4774
Fax: (505) 872-4780
Toll-Free: 1-888-835-5669
E-mail: kidshealth@familyvoices.org

Federation for Children with Special Needs http://www.fcsn.org/
The Federation is a center for parents and parent organizations to work together on behalf of children with special needs and their families.
1135 Tremont Street, Suite 420
Boston, MA 02120
(617) 236-7210
(800) 331-0688 (in MA)
Fax (617) 572-2094
E-mail: fcsninfo@fcsn.org

Florida Developmental Disabilities Councilhttp://www.fddc.org/
124 Mariott Drive Suite 203
Tallahassee, Fl 32301-2981
Telephone: 850-488-4180

Florida Institute for Family Involvement http://www.fifionline.org/
3927 Spring Creek Highway
Crawfordville, FL 32327
850/926-3514
240/358-6542 (fax)
E-mail: cjwells@sprynet.com

Futureplanning Website http://www.miami.edu/futureplanning/
Planning for the future of your loved one with a disability. The information on this web site is arranged by topic- Health Care, Legal Issues, Financial Concerns, Residential Options and Work & Leisure. Two other sections are provided: Services & Supports and Directories & Information Links. Both supply facts and resources (including local state and county), to help you complete the planning process.

International Society On Early Intervention http://depts.washington.edu/isei/
Our ISEI Web site is located at the Center on Human Development and Disability at the University of Washington in Seattle, Washington, U.S.A. This site includes links to the ISEI Coordinating Committee, Membership Directory, publications information, and other related resources, and will continue to grow and evolve. Please send any comments or questions to isei@u.washington.edu.

Learning Disabilities Online http://www.ldonline.org/

Mental Disability Rights International http://www.mdri.org/
The Web site of this advocacy group, which was formed by the Bazelon Center for Mental Health Law and American University's Center for Human Rights and Humanitarian Law, provides international news, publications, and United Nations standards for mental disability rights.

National Association for the Education of Young Children http://www.naeyc.org/
The National Association for the Education of Young Children (NAEYC) is the nation's largest and most influential organization of early childhood educators and others dedicated to improving the quality of programs for children from birth through third grade.
1509 16th Street, NW
Washington, DC 20036
1-800-424-2460

National Early Childhood Technical Assistance Center (NECTAC) http://www.nectac.org
NECTAC supports the national implementation of the early childhood provisions of the Individuals with Disabilities Education Act (IDEA). Their mission is to strengthen systems at all levels to ensure that children (birth through five) with disabilities and their families receive and benefit from high quality, culturally appropriate and family centered supports and services. Excellent source for finding local resources in your area.

National Information Center for Children and Youth with Disabilities (NICHCY) http://www.nichcy.org/
NICHCY is the national information center that provides information on disabilities and disability-related issues. Anyone can use our services families, educators, administrators, journalists, students. Our special focus is children and youth (birth to age 22).
P.O. Box 1492
Washington, DC 20013
(800) 695-0285 · v/tty
(202) 884-8441 · fax
E-mail: nichcy@aed.org

National Institute on Disability and Rehabilitation Research http://www.ed.gov/offices/OSERS/NIDRR/
The United States Department of Education’s Office of Special Education and Rehabilitative Services (OSERS), through its National Institute on Disability and Rehabilitation Research (NIDRR), conducts comprehensive and coordinated programs of research and related activities to maximize the full inclusion, social integration, employment, and independent living of disabled individuals of all ages.

National Rehabilitation Information Center http://www.naric.com/
This site funded by the National Institute on Disability and Rehabilitation Research (NIDRR) to serve anyone, professional or lay person, who is interested in disability and rehabilitation, including consumers, family members, health professionals, educators, rehabilitation counselors, students, librarians, administrators, and researchers. It provides 60,000 disability-related records in five searchable and browsable databases: literature, organizations, timely information, the latest research.

PACER Center Parent Advocacy Coalition for Educational Rights Website: http://www.pacer.org/
The mission of PACER Center is to expand opportunities and enhance the quality of life of children and young adults with disabilities and their families, based on the concept of parents helping parents.
8161 Normandale Blvd., Minneapolis, Minnesota 55437
Voice: (952) 838-9000 - TTY: (952) 838-0190
Toll-free in Greater Minnesota: (800) 537-2237 - Fax: (952) 838-0199
E-mail: pacer@pacer.org

TEAM Florida Partnership http://www.teamfla.org/
This is a state level planning, technical assistance and policy support workgroup made up of representatives from child serving agencies, organizations and programs, advocates, consumers, legislative staff, Governor's staff and community facilitators from each district.

Voices for Florida's Children http://floridakids.org
Voices for Florida's Children is an alliance of Floridians which informs, inspires, and empowers the people of Florida to create safe and healthy communities where all children and families can prosper.
Founded in 1976, Voices is a nonpartisan 501(c)(3) citizens’ organization dedicated to placing children in the spotlight of public attention so their needs can be identified and problems addressed. Mailing Address: Voices for Florida's Children
P.O. Box 956
Tallahassee, FL 32302
Phone: 850/222-7140
Fax: 850/224-6490
Email: voices@floridakids.org

ZERO TO THREE Website: http://www.zerotothree.org/
ZERO TO THREE's mission is to promote the healthy development of our nation's infants and toddlers by supporting and strengthening families, communities, and those who work on their behalf. We are dedicated to advancing current knowledge; promoting beneficial policies and practices; communicating research and best practices to a wide variety of audiences; and providing training, technical assistance and leadership development. ZERO TO THREE is a national non-profit organization.
National Center for Infants, Toddlers and Families
2000 M Street, NW, Suite 200
Washington, DC 20036
(202) 638-1144

Document: Sumer Camp List for Individuals with Disabilities, 2004 (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.) This list of summer camps in South Florida was compiled by University of Miami Center on Autism and Related Disorders. (This is a state-funded resource and support program dedicated to improving the lives of individuals with autism and related disabilities including deaf-blindness and pervasive developmental disorders. University of Miami CARD does not endorse specific programs or points of view presented in this list. ) This list consists of camps that have submitted information to UM CARD for inclusion in this list. The list is not exhaustive and other camps may be available in your community.

America's Athletes with Disabilities http://www.americasathletes.org/
This site promotes and sponsors sports, recreation, fitness and leisure events for children and adults with physical disabilities. These events are held every year, across the country, under the banner of the Victory Games.

Exceptional Vacations, L.L.C.http://www.exceptional-vacations.com
Exceptional Vacations is dedicated to providing high quality vacation opportunities for individuals with developmental disabilities. We ensure a safe environment that promotes integration, socialization, friendship and fun.
3711 NW 4th Avenue Pompano Beach, FL 33064
Phone: (954) 781-0990 E-mail: justinv@exceptional-vacations.com

The Family Village's recreation & leisure links for people with disabilities
http://www.familyvillage.wisc.edu/recreat.htm (Family Village is a website that includes informational resources on many other topics for individuals with disabilities and their families.)

The National Arts and Disability Center (NADC) http://nadc.ucla.edu/
T he national information dissemination, technical assistance and referral center specializing in the field of arts and disability. The NADC is dedicated to promoting the full inclusion of children and adults with disabilities into the visual-, performing-, media, and literary-arts communities. Its resource directories, annotated bibliographies, related links and conferences serve to advance artists with disabilities and accessibility to the arts.

National Center on Physical Activity and Disability (NCPAD) http://www.ncpad.org/
Promotes the substantial the health benefits that can be gained from participating in regular physical activity. The slogan of NCPAD is Exercise is for EVERY body, and every person can gain some health benefit from being more physically active. This site provides information and resources that can enable people with disabilities to become as physically active as they choose to be.
1640 W. Roosevelt Road
Chicago, IL 60608-6904
1-800-900-8086 (voice and tty)
fax:1-312-355-4058 (fax only)

Organizations that Assist Artists with Disabilities http://arts.endow.gov/partner/Accessibility/ArtistsResource.html
This is a partial list of resources compiled by the Office for AccessAbility at the National Endowment for the Arts.

Shake-A-Leg, Inc. (Skiing in the Northeast)
PO Box 1264
Newport, RI 02840
voice 401-849-8898
fax 401-848-9072
email: shake@shakealeg.org

Shake-a-leg Miami (Universally accessible water sports.)
http://www.shakealegmiami.org
2600 South Bayshore Drive
Miami, FL 33133
Telephone: (305)858-5550
Fax:(305)858-6262

Special Olympics http://www.specialolympics.org/

Therapy/Respite Camps for Kids http://www.wmoore.net/therapy.html
Information about summer camps that focus on therapy for kids with special needs and/or respite for the kids and their families. It is broken down into national categories and regional categories in the USA.

Websites:
Healthy and Ready to Work National Center http://www.hrtw.org/
"The Healthy and Ready to Work (HRTW) National Center" is funded by a cooperative agreement from the HRSA/Maternal and Child Health Bureau's Division of Services for Children with Special Health Care Needs. The National Center is headquartered in the Disability Studies and Services Center (DSSC) of the Academy for Educational Development (AED) - in Washington, DC (www.aed.org). The Center's mission is to promote positive changes in policy, programs and practices that support youth with special health care needs, to allow them to transition into adult health care. The Center serves as a national focal point for the HRSA/MCHB HRTW initiative. It provides targeted technical assistance and tools to HRTW state grants, state Title V CSHCN Programs, consumers and professionals.
Academy for Educational Development (AED)
Disability Studies and Services Center (DSSC)
1825 Conn. Ave., NW, Washington, DC 20009

Job Accommodation Network:
(800) 526-7234 (voice/TTY)
http://www.jan.wvu.edu/

SSA Work Social Securtiy Adminstration Work Incentives Program http://www.mchbhrtw.org/ssawork/
Discover the Social Security Work Incentive Programs for people with disabilities by watching the videos and checking out the web links. Learn how YOU can go to work without losing your SSI or SSDI benefits, and get rehabilitation and vocational services.

Documents:
Florida's Supported Employment Services Provided by the Florida Developmental Disabilities Council Publication provides introductory overview about supported employment services, staff guidelines, rights of individuals. Sections about employment and the ADA, assistive technology, Social Security Work Incentives, the Supported Employment Waiver Program and transition services are also included. (May 2000). (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

Video's:
PASS Plan for Achieving Self-Support. Provided by the Instituted for Child Health Policy, Social Security Administration and the U.S. Department of Health and Human Services Administration Maternal and Child Health Bureau. 2001. (To view this you must have Real Player installed on your computer. The basic player is a free program available for download at: http://www.real.com/realoneplayer.html.)

Ticket to Work. Provided by the Instituted for Child Health Policy, Social Security Administration Work Incentives Program, the U.S. Department of Health, and Human Services Administration Maternal and Child Health Bureau. 2001. (To view this you must have Real Player installed on your computer. The basic player is a free program available for download at: http://www.real.com/realoneplayer.html.)

Documents:
A Parent's Guide to the Self-Determined Learning Model for Early Elementary by Susan B. Palmer and Michael L. Wehmeyer. Beach Center on Disability, Schiefelbusch Institute for Lifespan Studies, and the University of Kansas. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file.)

U.S. Department of Education, President's Commission on Excellence in Special Education, (2002). A new era: Revitalizing special education for children and their families. Washington, DC: Author.

Websites and contact information:
American Academy of Pediatrics, Committee on Adolescence
Web site: http://www.aap.org
Telephone: 1-800-433-9016

Florida Department of Education Division of Workforce Development, Bureau of Program Improvement and Accountability
Web site: http://www.firn.edu/doe/bin00029/home0029.htm

Florida Department of Education Division of Public Schools and Community Education,
Bureau of Instructional Support and Community Services
Web site: http://www.firn.edu/doe/commhome/

The National Collaborative on Workforce and Disability for Youth (NCWD/Youth)
NCWD/Youth
c/o Institute for Educational Leadership
1001 Connecticut Ave., NW, Suite 310
Washington, DC 20036
Telephone: (877)871-0744 (Toll Free)
Web site: http://www.ncwd-youth.info

National Transition Network Institute on Community Integration
Universisty of Minnesota
103 U-Tech Center
1313 SE Fifth ST.
Minneapolis, MN 55414
Web site: http://ici2.umn.edu/ntn/

PACER Center (Parent Advocacy Coalition for Educational Rights)
8161 Normandale Blvd., Minneapolis, Minnesota 55437
Voice: (952) 838-9000 - TTY: (952) 838-0190
Toll-free: (800) 537-2237 - Fax: (952) 838-0199
pacer@pacer.org
PROJECTS RELATED TO TRANSISTION
http://www.pacer.org/tatra/index.htm
EMPLOYMENT STRATEGIES FOR YOUTH AND ADULTS WITH DISABILITIES
http://www.pacer.org/employ/index.htm

Project Participate
Project Participate provides families, educators, administrators and therapists with simple strategies to increase the active participation of students with disabilities in school programs.
University of Colorado Health Science Center
4200 E. 9th Avenue, C221
Denver, CO 80262
Phone: 303-864-5277 Fax: 303-864-5270
Web site: http://www.projectparticipate.org/
E -mail: info@projectparticipate.org

Transition Coalition
Web site: http://www.transitioncoalition.org/freepub.php3
Free publications about transition issues.

Readings
Bronheim S, Fiel S, Schidlow D, Magrab P, Boczar K, Dillon C. Crossings: A Manual for Transition of Chronically Ill Youth to Adult Health Care. Washington, DC: Georgetown University Child Development Center.

Gortmaker SL, Perrin JM, Weitzman M, Homer CJ, Sobol AM. An unexpected success story: transition to adulthood in youth with chronic physical health conditions. J Res Adolesc. 1993;3:317-336.

Schidlow D, Fiel B. Life beyond pediatrics: transition of chronically ill adolescents from pediatrics to adult health care systems. Med Clin North Am. 1990;74:1113-1120.

Wehman P, Moon MS, Everson JM, Wood W, Barcus JM. Transition From School to Work: New Challenges for Youth With Severe Disabilities. Baltimore, MD: Paul H. Brooks Publishing Co; 1988.

Options After High School for Youth With Disabilities. Washington, DC: NICHY Transition Summary. National Information Center for Children and Youth With Disabilities; 1991:7.

High School Diploma Options
Requirements that States set for graduation can range from a certain number of course credits earned in specific areas, successfully passing a competency test, high school exit exams or a series of benchmark exams. States may also require a combination of these. Also, there is an increasingly diverse set of possible diploma options within individual States. In addition to the standard high school diploma, some States offer special education diplomas, certificates of completion, occupational diplomas, and others.

In Florida, high school students have two main choices. One choice is the Standard Diploma which is the type of diploma earned by most students. The graduation requirements may vary according to the school district, but minimally requires 24 credit hours in specified coursework. Students must also earn a 2.0 Grade Point Average on an unweighted 4.0 scale and must have passing scores on all parts of the High School Competency Test or the Florida Comprehensive Assessment Test (FCAT). It is important to know, that accommodations may be provided for basic courses and tests to meet the needs of students with disabilities. The transition IEP team determines appropriate accommodations for the student. Parents need to be very informed about diploma options and their implications. For example, if postsecondary education is a goal, the child should most certainly choose the standard diploma option.

A Special Diploma option is offered to students with disabilities who are not able to meet the requirements for a standard diploma. However, students who are identified solely as visually impaired or speech impaired are not eligible for a special diploma. To be eligible, the individual must also have another identified disability. In addition, Districts within Florida vary in whether they offer one or two options for a Special Diploma.

Florida's Department of Education, Bureau of instructional Support and Community Services has published a very helpful guide for parents and other interested parties. It is called, Diploma Decisions for Students with Disabilities, What Parents Need to Know, 1999, Florida Department of Education. To obtain a copy or to find out about other publications contact.

COACH: a Travel Trainer Database http://www.projectaction.org/coach/database.htm
Disabilities and using public transportation. COACH is a collection of training programs that help persons with disabilities access public transportation maintained by the Easter Seals Project ACTION.

Miami-dade Transit for Accessible Services
http://www.co.miami-dade.fl.us/transit/welcome/ada.htm

Transportation Disadvandaged http://www11.myflorida.com/ctd/
Welcome to the home page for the State of Florida Commission for the Transportation Disadvantaged (CTD). We are an independent commission housed administratively within the Florida Department of Transportation. Please check out our various site areas, and don't hesitate to contact us with any questions you may have. Our Mission - To insure the availability of efficient, cost-effective, and quality transportation services for transportation disadvantaged persons.

Adapting Motor Vehicles for People with Disabilities. (This is a .pdf file, you must have Adobe Acrobat Reader to open this file. ) Published by the National Highway Traffic Safety Administration Website

Overview of Vocational Rehabilitation:
Division of Vocational Rehabilitation (VR) provides assistance to individuals with disabilities in finding employment and the supports and services needed to maintain employment. The Federal Law that pertains to DVR is called the Rehabilitation Act. According to the Rehabilitation Act, the purpose of vocational rehabilitation (VR) is to "maximize empowerment, independence, and productivity of persons with disabilities. More specifically, vocational rehabilitation is supposed to help persons with disabilities "Pursue meaningful careers by securing gainful employment commensurate with their abilities and capabilities."

The eligibility process must include the individual as an active partner in decision making, must be done by qualified vocational rehabilitation counselors, must include an accountability system, and must start from the assumption that everyone can hold a job. The process starts with a referral of the person to the VR office. The referral can be made by parents, teachers, doctors, service providers or person themselves can make the call. The determination for eligibility for VR services includes a review of the medical and psychological records. If the records are not available, or more information is needed further evaluations will be done. These evaluation might include medical examination, psychological evaluations or a work evaluation. Then the counselor determines if VR services will be able to get the individual a job or what the "employment outcome" should be.

An individual is eligible for vocational rehabilitation services if:

• The individual has a physical or mental impairment which constitutes or results in a substantial impediment to employment.
• And can benefit from vocational rehabilitation.

For more information on the Florida Division of Vocational Rehabilitation, please see their web site at: http://www.rehabworks.org/.

History of Vocational Rehabilitation:
1890s-1920- Progressive activists push for the creation of state Workers' Compensation programs. By 1913, some 21states have established some form of Worker's Compensation; the figure rises to 43 by 1919.

1911- Congress passes a joint resolution (P.R. 45) authorizing the appointment of a federal commission to investigate the subject of workers' compensation and the liability of employers for financial compensation to disabled workers.

1920- The Fess-Smith Civilian Vocational Rehabilitation Act is passed, creating a vocational rehabilitation program for disabled civilians.

1927- Franklin Roosevelt co-founds the Warms Springs Foundation at Warms Springs, Georgia. The Warm Springs facility for polio survivors becomes a model rehabilitation and peer-counseling program.

1935- Congress passes and President Roosevelt signs the Social Security Act, establishing federal old-age benefits and grants to the states for assistance to blind individuals and disabled children. The act also extends the already existing vocational rehabilitation programs established by earlier legislation.

The League of the Physically Handicapped is formed in New York City to protest discrimination against people with disabilities by federal relief programs. The group organizes sit-ins, picket lines, and demonstrations, and it travels to Washington, D.C., to protest and meet with officials of the Roosevelt administration.

1936- Passage of the Randolph Sheppard Act establishes a federal program for employing blind vendors at stands in the lobbies of federal office buildings.

1938- Passage of the Fair Labor Standards Act leads to an enormous increase in the number of sheltered work- shop program for blind workers. Although intended to provide training and job opportunities for blind and visually disabled workers, it often leads to exploitation of workers at sub-minimum wages in poor conditions.

1940- The National Federation of the Blind is formed in Wilkes-Barre, Pennsylvania, by Jacobus Broek and other blind advocates. It advocates for "white cane laws" and input by blind people into programs for blind clients, among other reforms.

The American Federation of the Physically Handicapped is founded by Paul Strachan as the nation's first cross-disability, national political organization. It pushes for an end to job discrimination and lobbies for passage of legislation calling for a "National Employ the Physically Handicapped Week", among other initiatives.

1943- Congress passes the Vocational Rehabilitation Amendments, known as the LaFollette-Barden Act, adding physical rehabilitation to the goals of federally funded vocational rehabilitation programs and providing funding for certain health care services.

1945- President Harry Truman signs Public Law 176, a joint congressional resolution calling for the creation of an annual National Employ the Handicapped Week.

Boyce R. Williams is hired by the federal Office of Vocational Rehabilitation as Consultant for the Deaf, the Hard of Hearing, and the Speech Impaired. He begins close to four decades of work at OVR, designing and implementing educational and vocational programs for deaf Americans.

1947- The first meeting of the Presidents Committee on National Employ the Physically Handicapped Week is held in Washington, D.C. Its publicity campaigns, coordinated by state and local committees, emphasize the competence of people with disabilities and use movie trailers, billboards, and radio and television ads to convince the public that its "good business to hire the handicapped."

1954- Congress passes the Vocational Rehabilitation Amendments, authorizing federal grants to expand programs available to people with physical disabilities.

1962- The President's Committee on Employment of the Physically Handicapped is renamed the President's Committee on Employment of the Handicapped, reflecting its increased interest in employment issues affecting people with cognitive disabilities and mental illness.

1965- Vocational Rehabilitation Amendments of 1965 are passed, authorizing federal governments for the construction of rehabilitation centers, expanding existing vocational rehabilitation programs, and creating the National Commission on Architectural Barriers to Rehabilitation of the Handicapped.

1968- The Architectural Barriers Act is passed, mandating that federally constructed buildings and facilities be accessible to people with physical disabilities. This act is generally considered to be the first ever federal disability rights legislation.

1970- The Developmental Disabilities Services and Facilities Construction Amendments are passed. They contain the first legal definition of developmental disabilities and authorize grants for services and facilities for the rehabilitation of people with developmental disabilities and state "DD Councils."

1971- The Fair Labor Standards Act of 1938 is amended to bring people with disabilities other than blindness into the sheltered workshop system. This measure leads to the establishment, in coming years, of an enormous sheltered workshop system for people with cognitive and developmental disabilities.

1973- Passage of the Federal-Aid Highway Act authorizes federal funds to provide for construction of curbcuts. Passage of the Rehabilitation Act of 1973 marks the greatest achievement of the disability rights movement. The act -- particularly Title V and, especially, Section 504 for the first time, confronts discrimination against people with disabilities.

Section 504 prohibits programs receiving federal funds from discriminating against "otherwise qualified handicapped" individuals and sparks the formation of "504 workshops" and numerous grassroots organizations.

Disability rights activism seize on the act as a powerful tool and make the signing of regulations to implement Section 504 a top priority. Litigation arising out of Section 504 will generate such central disability rights concepts as "reasonable modification," "reasonable accommodation," and "undue burden," which will form the framework for subsequent federal law, especially the Americans with Disabilities Act of 1990.

The Architectural and Transportation Barriers Compliance Board is established under the Rehabilitation Act of 1973 to enforce the Architectural Barriers Act of 1968.

1978- Title VII of the Rehabilitation Act Amendments of 1978 establishes the first federal funding for independent living and creates the National Council of the Handicapped under the U.S. Department of Education.

1986- The Employment Opportunities for Disabled Americans Act is passed, allowing recipients of Supplemental Security Income and Social Security Disability Insurance to retain benefits, particularly medical coverage, even after they obtain work. The act is intended to remove the disincentives that keep disabled people unemployed. The Rehabilitation Act Amendments of 1986 define supported employment as a "legitimate rehabilitation outcome."

1990- The Americans with Disabilities Act is signed by President George Bush on 26 July in a ceremony on the White House lawn witnessed by thousands of disability rights activists. The law is the most sweeping disability rights legislation in history. It mandates that local, state, and federal governments and programs be accessible, that businesses with more than 15 employees make "reasonable accommodations" for disabled workers, that public accommodations such as restaurants and stores make "reasonable modifications" to ensure access for disabled members of the public. The act also mandates access in public transportation, communication, and in other areas of public life.   

Websites:
Florida Division of Vocational Rehabilitation http://rehabworks.org/
The OAOC Division is developing a single self-sufficiency strategy for employment and career options for Floridians with disabilities. The strategy includes an increased use of private providers to add service capacity for this population.

Florida Department of Education Division of Workforce Development, Bureau of Program Improvement and Accountability http://www.firn.edu/doe/bin00029/home0029.htm

Healthy and Ready to Work National Center http://www.hrtw.org/
"The Healthy and Ready to Work (HRTW) National Center" is funded by a cooperative agreement from the HRSA/Maternal and Child Health Bureau's Division of Services for Children with Special Health Care Needs. The National Center is headquartered in the Disability Studies and Services Center (DSSC) of the Academy for Educational Development (AED) - in Washington, DC (www.aed.org). The Center's mission is to promote positive changes in policy, programs and practices that support youth with special health care needs, to allow them to transition into adult health care. The Center serves as a national focal point for the HRSA/MCHB HRTW initiative. It provides targeted technical assistance and tools to HRTW state grants, state Title V CSHCN Programs, consumers and professionals.
Academy for Educational Development (AED)
Disability Studies and Services Center (DSSC)
1825 Conn. Ave., NW, Washington, DC 20009

The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) http://www.ncwd-youth.info
NCWD/Youth
c/o Institute for Educational Leadership
1001 Connecticut Ave., NW, Suite 310
Washington, DC 20036
Telephone Number
(877)871-0744 (Toll Free)

Reauthorization of the Rehabilitation Act: http://www.ncd.gov/newsroom/reauthorizations/rehabilitation/rehabact.html

SSA Work Social Securtiy Adminstration Work Incentives Program http://www.mchbhrtw.org/ssawork/
Discover the Social Security Work Incentive Programs for people with disabilities by watching the videos and checking out the web links. Learn how YOU can go to work without losing your SSI or SSDI benefits, and get rehabilitation and vocational services.

Vocational Rehabilitation
Telephone (English): 1-800-342-0823
Telephone (Spanish) 1-800-346-4127
Clearinghouse Information Center http://www.firn.edu/doe/commhome/