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Informational video -Taking confusion out of insurance coverage for kids in Florida

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Florida Kid Care - #VirtualFamilyCafe Session 57

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Informational video -Taking confusion out of insurance coverage for kids in Florida

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Florida Kid Care - #VirtualFamilyCafe Session 57

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The Alachua County Emergency Rental Assistance Program (ERAP) is a Federal Grant which is intended to assist households who are unable to pay or are having difficulty paying rent and/or utilities due to the COVID-19 pandemic. It can assist eligible households with the payment of late rent and/or utilities and may also assist with the payment of rent in advance. Payments will generally be made only to landlords/property managers and/or utility companies, not to the households themselves. Each household is limited to $20,000 of assistance.

Priority will be given to households who meet the "high-priority" conditions as defined by the U.S. Department of the Treasury of either being below 50% of Area Median Income (low income) and/or having a household member who is and has been unemployed for at least ninety days. Only high priority applications will be processed for the first three weeks of the program (timeline may be extended based on volume of applications received).

The Alachua County Emergency Rental Assistance program (ERAP) is designed to assist Alachua County residents impacted by COVID-19 with rent and utility assistance. Various forms of documentation are required by this program to determine eligibility, and if eligible, to determine the amount of financial assistance available per household. If you have questions regarding this application or need assistance, please call the Alachua County ERAP Helpline at 352-704-0301.

If any accommodations are needed for persons with disabilities, please contact the Equal Opportunity Office at (352) 374-5275 or (352) 374-5284 TDD.

NOTE: Much of the correspondence for this Program is via AlachuaERAPhelp@alachuacounty.us, so please check your Spam email folder if you have not received any emails from Neighborly Software or from AlachuaERAPhelp@alachuacounty.us.

Eligibility criteria for BOTH Tenant AND Landlord are outlined below. Before proceeding, it is recommended that both parties discuss and agree that they are both willing and able to proceed and that both will complete the online application, provide all required items, and abide by all required terms.

Eligibility Criteria for Tenant:

1. 1. Must be an Alachua County resident who has rent obligations for and is residing in the property that is in arrears (late rent payments or at risk for nonpayment) as their primary residence and;

2. 2. One or more adults in the household as listed on the lease must have qualified for unemployment benefits on or after March 13, 2020 OR experienced a reduction in household income on or after March 13, 2020, due to the coronavirus outbreak and;

3. 3. One or more adults in the household as listed on the lease must be able to demonstrate a risk of experiencing homelessness or housing instability such as a past due rent or utility notice, court issued eviction notice, unsafe or unhealthy living conditions, or documented inability to pay prospective rent and;

4. 4. Total household income (including all adults residing at the address and listed on the lease) must fall at or below these amounts, based on household size:

High priority households are defined as those who meet ALL eligibility requirements above AND either have a household member (as listed on the lease) who is currently unemployed and has been unemployed for 90 or more days OR has total household income below these amounts, based on household size:

Please note that the County will only be processing applications for high priority households as defined above for the first three weeks of the program (may be extended based on volume of applications).

Eligibility Criteria for Landlord:

1. Must provide a valid W-9 for payment to the owner of the rental property or property management company (property management companies requesting direct payment must provide a signed agreement with owner).

2. Must confirm that any rental arrears submitted for consideration are for Alachua County properties only.

3. Must complete and submit the Landlord/Property Manager Statement form.

4. Must read and agree to full Terms & Conditions that are outlined prior to submission of the application. Please review thoroughly prior to submitting application.

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Alachua County Emergency Rental Assistance Program

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The Alachua County Emergency Rental Assistance Program (ERAP) is a Federal Grant which is intended to assist households who are unable to pay or are having difficulty paying rent and/or utilities due to the COVID-19 pandemic. It can assist eligible households with the payment of late rent and/or utilities and may also assist with the payment of rent in advance.

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THE SCIENCE OF CHILD DEVELOPMENT AND LEARNING

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Anita Zucker Center for Excellence in Early Childhood Studies

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In the A to Z's of Early Childhood, parents, caregivers, practitioners and policymakers can find short videos and quick tips on how to strengthen children's development through the 3R's of Early Learning: Relationships, Repetition, Routines ™, allbased on the science of early childhood development and training.

This trusted source offers robust, quality and up-to-date information and resources, including links to academic research and detailed policy briefs. Click on any letter to begin.

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In the A to Z's of Early Childhood, parents, caregivers, practitioners and policymakers can find short videos and quick tips on how to strengthen children's development through the 3R's of Early Learning: Relationships, Repetition, Routines ™, allbased on the science of early childhood development and training.

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Find out what a high-quality program looks like and what caregivers and teachers do to help your child learn and grow.

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Find out what a high-quality program looks like and what caregivers do to help your child learn and grow.

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Head Start and Early Head Start Alachua, Dixie, Gilchrist, Levy, and Marion 

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Head Start and Early Head Start Alachua, Dixie, Gilchrist, Levy, and Marion 

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Head Start/Early Head Start is a free program for children of families with low incomes, providing comprehensive early learning in both center-based and home-based settings. This successful program helps ensure children's readiness for school and increases parental knowledge in children's growth and development. Episcopal Children's Services' Head Start program provides full-day, center-based early learning to children ages 3-5 years, and the Early Head Start program provides full-day, full-year, center-based and home-based early learning to pregnant women and children birth to 3 years of age. The program also provides additional family supports, such as literacy workshops, parenting skills training, and targeted attention on meeting specialized needs in regards to children with disabilities, behavioral challenges, and health concerns. ECS provides Early Head Start services to 1,113 pregnant women, infants, and toddlers in both home-based and center-based settings and Head Start services to 1,840 3- and 4-year olds in center-based settings across Alachua, Baker, Bradford, Citrus, Clay, Dixie, Duval, Gilchrist, Lake, Levy, Marion, and Nassau Counties.

The Head Start/Early Head Start program provides inclusive services in the areas of health, mental health, nutrition, disabilities, and parent and community engagement, in addition to early childhood education as part of a comprehensive approach to school readiness. All children are screened for developmental progress, health, dental, vision, and hearing. Head Start offers a nutrition assessment and provides daily nutritious snacks and meals. Any identified concerns are referred to the appropriate professional for treatment. The Head Start/Early Head Start staff understand that to support the child, they must support the whole family, and parent involvement in the classroom and the program is highly encouraged. Parents are their children's first teachers, and the staff work with the parents to understand and care for the children enrolled in our program.

Matching Requirements:
Programs receiving federal funding under the Head Start Act will not exceed 80% of the total cost of the program. This means that the federal funds provide 80% of the program costs, and federally funded programs are required to raise the remaining 20% of the total cost of the program, known as Non-Federal Share (or in-kind). This "Cost Sharing or Matching" is the value of third party in-kind contributions or cash match.

What is acceptable as Non-Federal Match?

The reasonable value of time donated by community members, board, policy council, and parents in conducting the performance standards self-assessment and/or attending business meetings.

Volunteer time, valued at an appropriate hourly rate for the type of services provided.

Parent Involvement, such as working in the classroom and participating in policy council or center committee business meetings.

Travel mileage for parents, community partners, or interns when traveling to and from sites with a purpose directly benefiting the classroom or program.

Fair market rental value for space, if the property is not owned by the grantee.

Cash contributions.

Donated space and/or equipment.

Donated goods and/or services.

To help us raise the required 20% match, we have established monthly supply and volunteer drives. Please click here to view the drives. If you would like to donate your time, cash, goods, or services, please contact our office at 904-726-1500. You may also contact a Head Start/Early Head Start program directly to donate your time or supplies. Please click here for contact information.
To apply, please call 904-726-1500. Click here for Head Start locations. For more information about Head Start, For more information about Early Head Start, Early Head Start Printable Forms: Annual Report Head Start 2019 Annual Report Head Start 2018 Head Start Community Assessment 2019 - Northeast Florida Head Start Community Assessment 2019 - Lake Head Start Community Assessment 2019 - Duval County Head Start Community Assessment 2019 - Central Florida Head Start Community Assessment 2019 - Appendices Head Start Community Assessment 2018 click here. click here.

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Head Start/Early Head Start - Episcopal Children's Services

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Head Start/Early Head Start is a free program for children of families with low incomes, providing comprehensive early learning in both center-based and home-based settings. This successful program helps ensure children's readiness for school and increases parental knowledge in children's growth and development.

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Alachua County Housing Authority is a housing authority that participates in the Section 8 Housing Choice Voucher (HCV), Public Housing, Veteran Affairs Supportive Housing (VASH), and Mainstream Voucher programs. As of February 12th, 2021, Alachua County Housing Authority has 1 waiting lists that are open now or opening soon.

Alachua County Housing Authority serves Alachua County.

About Alachua County Housing Authority

More information about Alachua County Housing Authority can be found on its website at https://www.acha-fl.com/.

Representatives of Alachua County Housing Authority may be available by phone at (352) 372-2549. Unless otherwise noted above, applications will not be provided or accepted by phone.

HCV Portability Status

As of February 12th, 2021, it is not known if Alachua County Housing Authority is processing Section 8 Housing Choice Voucher portability requests for porting in due to the COVID-19 pandemic.

As of 10/24/2018, Alachua County Housing Authority is billing for Section 8 Housing Choice Voucher port-in requests. Learn more about porting Housing Choice Vouchers to a new area here.

About the Alachua County Housing Authority Section 8 Housing Choice Voucher Program

As of the HUDs most recent Voucher Management System report, Alachua County Housing Authority manages 800 active Housing Choice Vouchers.

The following is a summary of the types of vouchers managed and the monthly costs of each as of December 31st, 2019:

Household Characteristics of Voucher Holders for Alachua County Housing Authority

Waiting List and Tenancy

According to the 2016 Q4 Picture of Subsidized Households database, the housing authority's voucher program has an annual turnover of 19% having issued approximately 47 vouchers in the past year. The average voucher holder has received housing benefits for 6 years and 2 months. According to the 2016 PSH database, persons who were issued a voucher in the preceding 12 months waited an average of 20 months on the waiting list.

Income Characteristics

According to 2016 Q4 Picture of Subsidized Households data, the average voucher household contains 1.9 persons and has a household income of $11,702 per year. 93% of households were very low income (VLI) and 68% were extremely low income (ELI). 20% of households had wages as a major source of income, 2% of households had welfare (TANF, General Assistance or Public Assistance) as their primary source of income, and 70% of households had other income (Social Security, Disability or Pension) as their major source of income.

Heads of Household Characteristics

2% of households were headed by a person 24 years old or less, 40% were headed by a person 25 to 49 years old, 36% were headed by a person 51 to 60 years old, and 22% were headed by a person 62 years old or older. In addition, -1% of households were headed by a person 85 years old or older.

31% of households included children, 3% of which had two adults in the household. 26% of households with children have a female head of household. 54% of all households were headed by a female.

64% of all voucher households were headed by minorities with 59% of all heads of households being Black and 0% being Hispanic.

Of all households participating in the Alachua County Housing Authority Housing Choice Voucher program, 38% include at least one person with a disability. 53% of households with a head of household 61 years or less were headed by a person with a disability. 94% of households headed by someone 62 or older were headed by a person with a disability.

Bedroom Size and Overhousing

32% of voucher holders reside in a home with zero or 1 bedroom, 44% with 2 bedrooms and 24% with 3 or more bedrooms. 31% of voucher recipients are considered overhoused, meaning they occupy a rental unit larger than their family size requires.

Rent, Assistance, and Utility Allowances

The average monthly tenant contribution to rent by Alachua County Housing Authority voucher holders in 2016 was $294 and the average monthly HUD expenditure per voucher holder was $870. The average utility allowance across all voucher recipients is $181.

1. This Picture of Subsidized Households data field is the average wait time of those who received a voucher in the preceding 12 months. Due to special voucher programs like VASH, recent waiting list purges, or waiting list preferences the average wait time can vary significantly from one year to the next and it is entirely possible many current applicants on the waiting list have been waiting for assistance for far longer.

Public Housing Apartments Operated by Alachua County Housing Authority

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Alachua County Housing Authority, Gainesville, Florida

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Alachua County Housing Authority is a housing authority that participates in the Section 8 Housing Choice Voucher (HCV), Public Housing, Veteran Affairs Supportive Housing (VASH), and Mainstream Voucher programs. As of February 12th, 2021, Alachua County Housing Authority has 1 waiting lists that are open now or opening soon.

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Domestic Violence Hotline

1-800-500-1119

TTY: 1-800-621-4202

Find a local DV Center:

View Local Domestic Violence Centers

Your abuser may monitor your internet use and may be able to view your computer activity. If you have reason to believe that your computer is not secure, you may wish to use a computer in another location to which your abuser does not have access.

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Domestic Violence Hotline 1-800-500-1119 TTY: 1-800-621-4202 Find a local DV Center: View Local Domestic Violence Centers Your abuser may monitor your internet use and may be able to view your computer activity. If you have reason to believe that your computer is not secure, you may wish to use a computer in another location to which your abuser does not have access.

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Early Learning Coalition of Alachua County

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Early Learning Coalition of Alachua County

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Early Learning Coalition of Alachua County serves as a resource to families and child care providers. Call us today! We strive to make certain that children and families have access to the quality, affordable early learning programs and services necessary to better ensure their successful futures.

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The American Academy of Pediatrics Parenting Website

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Because it’s never too early
(or too late) to get your baby on the right pathway

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Your Baby is Growing So Fast!

Babies form 1 million new neural connections per second. Their development shouldn't be a guessing game.

Our goal: Track milestones and identify warning signs early

Intervene as soon as possible to take advantage of baby's growing brain.
Early intervention = better outcomes.
Learn More About Early Intervention & Early Detection

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Pathways.org | Tools to maximize child development

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Free online resources to make sure your child's development is on track. View our informational videos and brochures or visit our baby games calendar.

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Your baby’s hearing and communicative development 

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Your baby’s hearing and communicative development 

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How do speech and language develop?

The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others.

There appear to be critical periods for speech and language development in infants and young children when the brain is best able to absorb language. If these critical periods are allowed to pass without exposure to language, it will be more difficult to learn.

What are the milestones for speech and language development?

The first signs of communication occur when an infant learns that a cry will bring food, comfort, and companionship. Newborns also begin to recognize important sounds in their environment, such as the voice of their mother or primary caretaker. As they grow, babies begin to sort out the speech sounds that compose the words of their language. By 6 months of age, most babies recognize the basic sounds of their native language.

Children vary in their development of speech and language skills. However, they follow a natural progression or timetable for mastering the skills of language. A checklist of milestones for the normal development of speech and language skills in children from birth to 5 years of age is included below. These milestones help doctors and other health professionals determine if a child is on track or if he or she may need extra help. Sometimes a delay may be caused by hearing loss, while other times it may be due to a speech or language disorder.

What is the difference between a speech disorder and a language disorder?

Children who have trouble understanding what others say (receptive language) or difficulty sharing their thoughts (expressive language) may have a language disorder. Developmental language disorder (DLD) is a language disorder that delays the mastery of language skills. Some children with DLD may not begin to talk until their third or fourth year.

Children who have trouble producing speech sounds correctly or who hesitate or stutter when talking may have a speech disorder. Apraxia of speech is a speech disorder that makes it difficult to put sounds and syllables together in the correct order to form words.

What should I do if my child's speech or language appears to be delayed?

Talk to your child's doctor if you have any concerns. Your doctor may refer you to a speech-language pathologist, who is a health professional trained to evaluate and treat people with speech or language disorders. The speech-language pathologist will talk to you about your child's communication and general development. He or she will also use special spoken tests to evaluate your child. A hearing test is often included in the evaluation because a hearing problem can affect speech and language development. Depending on the result of the evaluation, the speech-language pathologist may suggest activities you can do at home to stimulate your child's development. They might also recommend group or individual therapy or suggest further evaluation by an audiologist (a health care professional trained to identify and measure hearing loss), or a developmental psychologist (a health care professional with special expertise in the psychological development of infants and children).

What research is being conducted on developmental speech and language problems?

The National Institute on Deafness and Other Communication Disorders (NIDCD) sponsors a broad range of research to better understand the development of speech and language disorders, improve diagnostic capabilities, and fine-tune more effective treatments. An ongoing area of study is the search for better ways to diagnose and differentiate among the various types of speech delay. A large study following approximately 4,000 children is gathering data as the children grow to establish reliable signs and symptoms for specific speech disorders, which can then be used to develop accurate diagnostic tests. Additional genetic studies are looking for matches between different genetic variations and specific speech deficits.

Researchers sponsored by the NIDCD have discovered one genetic variant, in particular, that is linked to developmental language disorder (DLD), a disorder that delays children's use of words and slows their mastery of language skills throughout their school years. The finding is the first to tie the presence of a distinct genetic mutation to any kind of inherited language impairment. Further research is exploring the role this genetic variant may also play in dyslexia, autism, and speech-sound disorders.

A long-term study looking at how deafness impacts the brain is exploring how the brain "rewires" itself to accommodate deafness. So far, the research has shown that adults who are deaf react faster and more accurately than hearing adults when they observe objects in motion. This ongoing research continues to explore the concept of "brain plasticity"-the ways in which the brain is influenced by health conditions or life experiences-and how it can be used to develop learning strategies that encourage healthy language and speech development in early childhood.

A recent workshop convened by the NIDCD drew together a group of experts to explore issues related to a subgroup of children with autism spectrum disorders who do not have functional verbal language by the age of 5. Because these children are so different from one another, with no set of defining characteristics or patterns of cognitive strengths or weaknesses, development of standard assessment tests or effective treatments has been difficult. The workshop featured a series of presentations to familiarize participants with the challenges facing these children and helped them to identify a number of research gaps and opportunities that could be addressed in future research studies.

What are voice, speech, and language?

Voice, speech, and language are the tools we use to communicate with each other.

Voice is the sound we make as air from our lungs is pushed between vocal folds in our larynx, causing them to vibrate.

Speech is talking, which is one way to express language. It involves the precisely coordinated muscle actions of the tongue, lips, jaw, and vocal tract to produce the recognizable sounds that make up language.

Language is a set of shared rules that allow people to express their ideas in a meaningful way. Language may be expressed verbally or by writing, signing, or making other gestures, such as eye blinking or mouth movements.

Your baby's hearing and communicative development checklist

Birth to 3 Months

4 to 6 Months

7 Months to 1 Year

1 to 2 Years

2 to 3 Years

3 to 4 Years

4 to 5 Years

This checklist is based upon How Does Your Child Hear and Talk?, courtesy of the American Speech-Language-Hearing Association.

Where can I find additional information about speech and language developmental milestones?

The NIDCD maintains a directory of organizations that provide information on the normal and disordered processes of hearing, balance, taste, smell, voice, speech, and language.

Use the following keywords to help you find organizations that can answer questions and provide information on speech and language development:

For more information, contact us at:

NIDCD Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
Toll-free voice: (800) 241-1044
Toll-free TTY: (800) 241-1055
Email: nidcdinfo@nidcd.nih.gov

NIH Publication No. 00-4781
September 2010

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Speech and Language Developmental Milestones

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How do speech and language develop? The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others.

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Play tips to boost your child’s brain

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Learn how to boost your baby's brain from a Harvard Professor | UNICEF

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Infant vision from birth to 24 months of age

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Infant vision from birth to 24 months of age

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Babies learn to see over a period of time, much like they learn to walk and talk. They are not born with all the visual abilities they need in life. The ability to focus their eyes, move them accurately, and use them together as a team must be learned. Also, they need to learn how to use the visual information the eyes send to their brain in order to understand the world around them and interact with it appropriately.

From birth, babies begin exploring the wonders in the world with their eyes. Even before they learn to reach and grab with their hands or crawl and sit-up, their eyes are providing information and stimulation important for their development.Healthy eyes and good vision play a critical role in how infants and children learn to see. Eye and vision problems in infants can cause developmental delays. It is important to detect any problems early to ensure babies have the opportunity to develop the visual abilities they need to grow and learn.Parents play an important role in helping to assure their child's eyes and vision can develop properly. Steps that any parent should take include:

Watching for signs of eye and vision problems.

Seeking professional eye care starting with the first comprehensive vision assessment at about 6 months of age.

Helping their child develop his or her vision by engaging in age-appropriate activities.

Steps in Infant Vision Development

At birth, babies can't see as well as older children or adults. Their eyes and visual system aren't fully developed. But significant improvement occurs during the first few months of life.The following are some milestones to watch for in vision and child development. It is important to remember that not every child is the same and some may reach certain milestones at different ages.
From birth to 4 months
At birth, babies' vision is abuzz with all kinds of visual stimulation. While they may look intently at a highly contrasted target, babies have not yet developed the ability to easily tell the difference between two targets or move their eyes between the two images. Their primary focus is on objects 8 to 10 inches from their face or the distance to parent's face.

During the first months of life, the eyes start working together and vision rapidly improves. Eye-hand coordination begins to develop as the infant starts tracking moving objects with his or her eyes and reaching for them. By eight weeks, babies begin to more easily focus their eyes on the faces of a parent or other person near them.

For the first two months of life, an infant's eyes are not well coordinated and may appear to wander or to be crossed. This is usually normal. However, if an eye appears to turn in or out constantly, an evaluation is warranted.

Babies should begin to follow moving objects with their eyes and reach for things at around three months of age.

During these months, control of eye movements and eye-body coordination skills continue to improve. Depth perception, which is the ability to judge if objects are nearer or farther away than other objects, is not present at birth. It is not until around the fifth month that the eyes are capable of working together to form a three-dimensional view of the world and begin to see in depth.

Although an infant's color vision is not as sensitive as an adult's, it is generally believed that babies have good color vision by five months of age.

Most babies start crawling at about 8 months old, which helps further develop eye-hand-foot-body coordination. Early walkers who did minimal crawling may not learn to use their eyes together as well as babies who crawl a lot.

From 9 to 12 months
At around 9 months of age, babies begin to pull themselves up to a standing position. By 10 months of age, a baby should be able to grasp objects with thumb and forefinger. By 12 months of age, most babies will be crawling and trying to walk. Parents should encourage crawling rather than early walking to help the child develop better eye-hand coordination. Babies can now judge distances fairly well and throw things with precision.
From 1 to 2 years old
By 2 years of age, a child's eye-hand coordination and depth perception should be well developed.

Children this age are highly interested in exploring their environment and in looking and listening. They recognize familiar objects and pictures in books and can scribble with crayon or pencil.

Signs of Eye and Vision Problems

The presence of eye and vision problems in infants is rare. Most babies begin life with healthy eyes and start to develop the visual abilities they will need throughout life without difficulty. But occasionally, eye health and vision problems can develop. Parents need to look for the following signs that may be indications of eye and vision problems:

Excessive tearing - this may indicate blocked tear ducts

Red or encrusted eye lids - this could be a sign of an eye infection

Constant eye turning - this may signal a problem with eye muscle control

Extreme sensitivity to light - this may indicate an elevated pressure in the eye

Appearance of a white pupil - this may indicate the presence of an eye cancer

The appearance of any of these signs should require immediate attention by your optometrist.

What Parents Can do to Help With Visual Development

There are many things parents can do to help their baby's vision develop properly. The following are some examples of age-appropriate activities that can assist an infant's visual development.
From birth to 4 months

Use a nightlight or other dim lamp in your baby's room.

Change the crib's position frequently and change your child's position in it.

Keep reach-and-touch toys within your baby's focus, about eight to twelve inches.

Talk to your baby as you walk around the room.

Alternate right and left sides with each feeding.

From 5 to 8 months

Hang a mobile, crib gym or various objects across the crib for the baby to grab, pull and kick.

Give the baby plenty of time to play and explore on the floor.

Provide plastic or wooden blocks that can be held in the hands.

Play patty cake and other games, moving the baby's hands through the motions while saying the words aloud.

From 9 to 12 months

Play hide and seek games with toys or your face to help the baby develop visual memory.

Name objects when talking to encourage the baby's word association and vocabulary development skills.

Encourage crawling and creeping.

From 1 to 2 years

Roll a ball back and forth to help the child track objects with the eyes visually.

Give the child building blocks and balls of all shapes and sizes to play with to boost fine motor skills and small muscle development.

Read or tell stories to stimulate the child's ability to visualize and pave the way for learning and reading skills.

©2019 American Optometric Association

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Infant Vision: Birth to 24 Months of Age

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Babies learn to see over a period of time, much like they learn to walk and talk. They are not born with all the visual abilities they need in life. The ability to focus their eyes, move them accurately, and use them together as a team must be learned.

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Florida School for the Deaf and Blind (FSDB)

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Florida School for the Deaf and Blind (FSDB)

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Early intervention services for families of children 0-5 years of age.

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FSDB is excited to continue our Virtual Expanded Core Curriculum (ECC) Interactive Learning Series for children ages 6-13 who are deaf/hard of hearing (D/HH) or blind/visually impaired (B/VI). The virtual ECC sessions are available at no cost and all registered children will receive materials delivered to their homes for participation via live conferencing and engaging online classroom activities.

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Outreach | Florida School for the Deaf and the Blind

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FSDB is excited to continue our Virtual Expanded Core Curriculum (ECC) Interactive Learning Series for children ages 6-13 who are deaf/hard of hearing (D/HH) or blind/visually impaired (B/VI). The virtual ECC sessions are available at no cost and all registered children will receive materials delivered to their homes for participation via live conferencing and engaging online classroom activities.

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Centers for Disease Control and Prevention

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From birth to 5 years, your child should reach milestones in how he plays, learns, speaks, acts and moves. Track your child's development and act early if you have a concern.

Act Early Ambassadors work to integrate LTSAE across the country.

A federal effort to encourage healthy child development.

Here you'll find the agency to contact in your state if you have a concern about your young child's development.

See how others help their communities "Learn the Signs." and "Act Early."

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free materials to track child development

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free materials for early care and education

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"Learn the Signs. Act Early." has FREE child development tools

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Use CDC's "Learn the Signs. Act Early." tools to track and celebrate children's developmental milestones from 2 months to 5 years and learn what to do if you ever have a concern.

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ECTA Center

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Breadth of the Three Child Outcomes

The three child outcomes, measured by early intervention and early childhood special education systems, encompass functional skills and behaviors that are meaningful for a child's participation in everyday routines. They cut across developmental domains to represent the integrated nature of how children develop, learn, and thrive. The breadth of these outcomes provides a framework for describing and consistently measuring children's functional skills and behaviors across settings and situations.

Breadth of the Three Child Outcomes (English)Desarrolo de los Tres Resultados Para El Niño (Español)
See also: Child Outcomes Frameworks, Video: Child Outcomes Step-by-Step
National Data Analysis

Each year, the ECTA Center analyzes and reports a national summary of child outcomes data for Part C and Part B, Section 619. As part of the State Performance Plan/Annual Performance Report (SPP/APR), states are required to report on the percent of infants and toddlers with Individualized Family Service Plans (IFSPs) or preschool-age children with Individualized Education Plans (IEPs) who demonstrate improved child outcomes.

FFY 2020 Child Outcomes Data Highlights

In this presentation, ECTA and DaSy Center staff discuss the national performance data for indicators C3 and B7, including national data, state variations in performance, and TA resources.

The skills children master at different ages can be measured and described so that we can identify children who are developing too slowly. Children who are substantially behind their peers have developmental delays. OSEP has established five progress categories to convey developmental trajectories indicative of developmental delay.

The national estimates were computed using three methods:

1. Computing weighted national estimates for all states

2. Computing the unweighted national estimates for all states

3. Computing the weighted national estimates for the reduced set of states with high-quality data

Additional National Child Outcomes Data

State Approaches to Child Outcomes Measurement

States use several different approaches to measure child outcomes, as illustrated in these maps.

State Approaches to Child Outcomes Measurement: Part C APR Indicator 3 FFY 2020 (2020-2021)

Most states use the Child Outcomes Summary Process, a team process for summarizing information about a child's functioning across multiples sources.

Child Outcomes Summary Process (N=40)

One Tool Statewide (N=9)

Publisher's Online System (N=3)

Other (N=4)

State Approaches to Child Outcomes Measurement: Part B APR Indicator 7 (Section 619/Preschool) FFY 2020 (2020-2021)

Most states use the Child Outcomes Summary Process, a team process for summarizing information about a child's functioning across multiples sources.

Child Outcomes Summary Process (N=39)

One Tool Statewide (N=11)

Publisher's Online System (N=5)

Other (N=4)

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The three child outcomes, measured by early intervention and early childhood special education systems, encompass functional skills and behaviors that are meaningful for a child's participation in everyday routines. They cut across developmental domains to represent the integrated nature of how children develop, learn, and thrive.

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Florida and Virgin Islands DeafBlind Collaborative (FAVI)

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Florida and Virgin Islands DeafBlind Collaborative (FAVI)

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FAVI Deaf-Blind Collaborative » College of Medicine » University of Florida

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Homepage

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The Children's Program was established by the Florida Legislature in 2000 to facilitate blind and visually impaired children's fullest participation within the family, community, and educational settings.

The program supplements services already offered by the school system to foster the child's learning and ability to function independently. The student's parents, family, and caregivers are an integral part of the program to foster independence.

Children's Program Specialists serve eligible children so that they may reach educational and independent living goals. Successful outcomes enable students to transition from school to Vocational Rehabilitation or other appropriate community programs.

Services

Specific services from kindergarten through high school include:

Compensatory Skills (example: Braille, Listening Skills, Handwriting Skills; Abacus)

Orientation and Mobility (Travel Skills)

Social Interaction Skills

Independent Living Skills and Personal Management

Recreation and Leisure

Career and Vocational Education

Assistive Technology

Visual Efficiency Skills

Students exiting eighth grade or that are 14 years of age may be eligible for our School-to-Work or Transition Program which is sponsored through our Vocational Rehabilitation Program.

Florida Blind Services and its community partners have established outcomes relating to expanding the core curriculum of the school system for students who are blind or severely visually impaired. These outcomes include:

Important Functional and Household Management Skills integrated into daily routines

Self-advocacy Skills

Critical Assistive Technology Skills that allow them to access and work with print

Independent Orientation and Mobility Skills at a level commensurate with age, physical, and cognitive development

Age-appropriate Recreation and Leisure Skills

Age-appropriate Awareness and Participation in work and work-related activities

Successful Transition to High School, appropriate school programs, and/or other community providers

Eligibility

There are only two criteria for eligibility:

The child must have the presence of a bilateral visual impairment which, with best correction for that individual, constitutes or results in a substantial impediment to the child's ability to learn, function independently, or to become employed; and

A reasonable expectation that services may benefit the child and family in terms of education, independence, and transition.

It is preferred the child have a Social Security Number, legal status in the United States, and Florida residency at least six months of the year.

Rights and Review Process

An applicant or eligible individual has a right to request a review of any decision made by DBS concerning the provision or denial of services. Read about the Rights and Review Process as it applies to the Childrens Program.

Florida's Response to the National Agenda

The National Agenda is a grassroots effort by professionals and parents to ensure that children with visual impairments, including those with multiple disabilities, are not left behind or overlooked in today's fast-paced and generic service delivery model. The National Agenda consists of ten goals. Florida has developed a statewide workgroup whose mission is to create a shared vision, an agenda, and an ongoing plan of action for Florida that closely aligns with the National Agenda for the Education of Children and Youths with Visual Impairments, Including those with Multiple Disabilities. Read details of Florida's response to the National Agenda.

Useful Websites

If you are the parent or caregiver of an infant or young child who is blind or severely visually impaired, you might find these Florida links helpful.

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The Children's Program was established by the Florida Legislature in 2000 to facilitate blind and visually impaired children's fullest participation within the family, community, and educational settings. The program supplements services already offered by the school system to foster the child's learning and ability to function independently.

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Apply here for food, medical  and cash assistance.

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Welcome to Florida Department of Children and Families Automated Community Connection to Economic Self Sufficiency (ACCESS). The ACCESS Florida system allows customers to connect with their public assistance information 24/7, through the online application and MyACCESS Account. Learn More

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Access Florida - Florida Department of Children and Families

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Welcome to Florida Department of Children and Families Automated Community Connection to Economic Self Sufficiency (ACCESS). The ACCESS Florida system allows customers to connect with their public assistance information 24/7, through the online application and MyACCESS Account. Learn More

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Call the NAMI Helpline at

800-950-NAMI o r in a crisis,

text "NAMI" to 741741

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NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

Skip to content

NAMI Social Media

Follow NAMI on social media! Get the latest updates and information and become part of the online NAMI community.

Important Mental Health Issues

Advocacy makes a difference in the lives of people with mental health conditions and their loved ones.

Together for Mental Health

NAMI is here to help. With your support, we can continue fighting for higher-quality, culturally competent care for people living with mental health conditions.

Help In The Fight

From Next Door To Across The Nation

Find Support

If you or someone you know is struggling, you are not alone. There are many support services and treatment options that may help.

Get Involved

Get involved and make a difference in the lives of Americans living with mental health conditions.

Advocate for Change

Policy change is one major way we can make a difference in the lives of people living with mental health conditions and their families. Limits the...

Helping Those In Need

NAMI started as a small group of families gathered around a kitchen table in 1979 and has blossomed into the nation's leading voice on mental health. Today, we are an alliance of more than 600 local Affiliates and 49 State Organizations who work in your community to raise awareness and provide support and education that was not previously available to those in need.

gathered around a kitchen table

NAMI State Organizations and NAMI Affiliates across the country

NAMI HelpLine transitions to

NAMI HelpLine is available M-F 10 am - 10 pm, ET. Connect by phone 800-950-6264 or text "Helpline" to 62640, or chat.

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Home | NAMI: National Alliance on Mental Illness

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NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

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Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)

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Am I Eligible for WIC?

The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) provides federal grants to states for supplemental foods, health care referrals, and nutrition education for low-income pregnant, breastfeeding, and non-breastfeeding postpartum women, and to infants and children up to age 5 who are found to be at nutritional risk.

How to Apply Learn More About WIC

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Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)

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Am I Eligible for WIC? The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) provides federal grants to states for supplemental foods, health care referrals, and nutrition education for low-income pregnant, breastfeeding, and non-breastfeeding postpartum women, and to infants and children up to age 5 who are found to be at nutritional risk.

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In light of the COVID-19 pandemic, and for the health and safety of everyone; the Ocala Housing Authority's main office will be CLOSED TO THE PUBLIC until further notice (CLICK HERE FOR OHA'S HEALTH & SAFETY PROTOCOL). However, we are still operating both remotely and in the building. If you need to speak with any member of our team, please call or email. Our contact listing is on the OHA Family tab.

Thank you for your patience and understanding as we strive to keep everyone safe.

Ocala Housing Authority, where we make our housing your home

The Ocala Housing Authority is committed to promoting and delivering quality, well-managed homes to low- and moderate-income families: and, as a valued partner, contribute to the well-being of the individuals, families and community we serve through our diverse menu of services.

Ocala Housing Authority Mission:

The Ocala Housing Authority is committed to providing and expanding safe, decent, and sanitary housing in the most cost efficient manner, to the residents of Marion County; and to provide economic opportunities and housing free from illegal discrimination; and to build better neighborhoods by providing comprehensive opportunities for our residents through partnerships and networking within our community. Click Here to Learn More About Us!

Announcements

The Ocala Housing Authority Monthly Board Meeting will be held on Monday, Jan 25, 2021, 6:00 PM via Zoom. The Zoom link is listed below:
https://us02web.zoom.us/j/86153757584?pwd=ek9xblU2TCsxVEEvWnNyWlNlY3FwQT09
Meeting ID: 861 5375 7584
Passcode: 348347

NFL players help distribute turkeys, trimmings and gift cards in Northwest Ocala

A pre-Thanksgiving giveaway was hosted Monday at the Ocala Housing Authority in northwest Ocala.

The outreach was set to provide a roughly 16-pound frozen turkey, food bags and a $40 Publix gift card for all 186 resident families in OHA housing.
CLICK HERE FOR THE FULL STORY.
Housing Choice Voucher and Public Housing Waiting Lists

The Housing Choice Voucher and Public Housing Waiting lists are closed.

Please click here to view your status (position) on the waiting list (Housing Choice Voucher [Section 8] and/or Public Housing), Or, you can call: 501-404-4133 (24 hours a day, 7 days a week)

Fair Housing

Do you feel you are facing housing discrimination? Click here for Fair Housing information.

Events Calendar

The Ocala Housing Authority offers the Marion County community many housing services. Click above to see how we can help make your dreams a reality. The Ocala Housing Authority advertises many types of homes for rent (on the behalf of private landlords). Click above to view some of the currently available properties in Marion County. The Ocala Housing Authority strives to make resources readily available to you. Click above to see view and download the forms and other important documents that are available.

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Ocala Housing Authority (OHA) provides section 8 and hud housing assistance for Marion County, Florida

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In light of the COVID-19 pandemic, and for the health and safety of everyone; the Ocala Housing Authority's main office will be CLOSED TO THE PUBLIC until further notice (CLICK HERE FOR OHA'S HEALTH & SAFETY PROTOCOL ). However, we are still operating both remotely and in the building.

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ADA COMPLEMENTARY PARATRANSIT SERVICE

ADA Complementary Paratransit Service provides door-to-door service to paratransit certified people on an appointment basis. Service requests must be placed 24 hours before the trip is required. Reservations are taken by MV Transportation Monday -Saturday between 8 a.m. - 5 p.m. and Sunday 9 a.m.- 5 p.m. MV Transportation can be reached at (352) 375-2784. MV operates Monday thru Friday 5AM to 9PM, Saturday 7AM to 7PM and on Sunday from 9AM to 6PM. RTS provides the service before 5 AM and after 9PM Monday through Saturday in the early morning service area and late night service area. Sunday RTS hours are 9AM to 6PM so there is no late night or early morning service.

For early morning or late night service your trip must begin and end in the late night service area. To determine if your trip falls in the early morning or late night service area contact the RTS ADA coordinator at 352-393-7826 Monday thru Thursday 7:30 to 6:30 to determine if your trip qualifies.

Reservations

Reservations will be taken through MV/Paratransit 8:00 a.m. - 5:00 p.m. Monday - Saturday and Sunday morning 9:00 a.m. to 5:00 p.m.

MV TRANSPORTATION

MV Transportation is the Community Transportation Coordinator (CTC) for all paratransit services. MV Transportation processes all paratransit reservations, customer service and cancellation requests.
Questions or concerns regarding trip reservations, cancellations or pick up times should be directed to:
MV TRANSPORTATION
General Manager: Ed Griffin
3713 SW 42nd Avenue
Suite 2 and 3
Gainesville, FL 32608
Phone: (352) 375-2784

For more information, contact Millie Crawford, ADA Coordinator, at (352) 334-2650 or email crawfordma1@cityofgainesville.org.

ADA SCHEDULES

Large print schedules for the visually impaired are available upon request and free of charge from RTS. Please allow 5-10 working days.

Contact Millie Crawford at (352) 334-2650 or email crawfordma1@cityofgainesville.org for more information.

FARES

ADA paratransit service is $3.00 per trip.

PERSONAL CARE ATTENDANT (PCA)

A Personal Care Attendant may travel free with a certified rider. Please mention that a working PCA is traveling with you when you reserve a ride. Also, a working service animal may accompany you at all times on fixed route and paratransit service. Other companions pay the full $3.00 fare. Space is provided for at least one companion to travel with you. This spouse, child, friend or other person pays the full $3.00 fare. RTS may allow more than one companion to travel with you if space permits. Please mention that a companion is traveling with you when you reserve your trip.

WHEELCHAIR RESTRICTIONS

Wheelchair means a mobility aid belonging to any class of three or more wheeled devices, usable indoors designed or modified for and used by individuals with mobility impairments, whether operated manually or
powered. Passengers whose wheelchairs exceed the weight standards will be required to use the paratransit service. RTS lifts are only rated to lift 600 lbs. If the combined weight of you and your chair exceeds 600 lbs., you cannot be accommodated on the fixed route and are asked to use MV Transportation. Their lifts are rated to 800 lbs.

REDUCED FARES ON THE FIXED ROUTE SYSTEM

Individuals who are ADA certified ride FREE on RTS fixed route buses - just show your ADA ID card. People with Medicaid or Medicare may also show their ID card for a reduced fare on fixed route service.

AFTER 9:00 pm SERVICE AREA

Service after 9:00 pm is restricted to within 3/4 of a mile from Routes 1, 5, 9, 12, 15, 16, 20, 34, 35 and 36. See map showing areas available for after 9:00 pm service. Trip reservations can be made up to 14 days in advance. Same day reservations generally cannot be accommodated, but check with MV Transportation to see if they have the availability to accommodate such requests. Reservations will be taken through MV/Paratransit 8:00 am - 5:00 pm Monday - Saturday. Voicemail is available Sunday morning between 8:00 am and 10:00 am to take reservations for ADA riders only. After 10:00 am Sunday, reservation staff is available to place trip reservations until 5:00 pm.

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ADA ACCESSIBLE SERVICE INFO ADA HANDBOOK RTS has prepared a handbook for riders using or interested in its ADA service. The handbook may be downloaded using the links below. You will need Adobe Acrobat Reader to view and print these documents. Download related documents 2019 Fall ADA schedule MV Rider's Guide, Audio Version (mp3) RTS [...]

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Abuse Hotline Adoption Adult Protective Services Background Screening Child Care Child Welfare Children's Legal Services Community-Based Care Domestic Violence Economic Self-Sufficiency (ACCESS) Foster Care Homelessness Human Trafficking Independent Living Individual with a Disability Interstate Compact for the Placement of Children LEP Services Public Benefits Integrity Refugee Services Substance Abuse or Mental Health

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Skip to main content

We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States.

988

¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!
Haga clic aquí para obtener información sobre cómo acceder a todos los servicios en español.

Conocer más

Stock photo by iStock.

The 988 Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week in the United States. We're committed to improving crisis services and advancing suicide prevention by empowering individuals, advancing professional best practices, and building awareness.

About The Lifeline

Anyone could be struggling with suicide. Find more specific resources below.

I'm Struggling With Individuals with Neurodivergence

We understand that every struggle is different. Experience the stories of people like you, and how they overcame crisis to find hope and recovery.
read stories of hope & recovery

First, you'll hear an automated message featuring additional options while your call is routed to your local 988 Lifeline network crisis center.

We'll play you a little music while we connect you to a skilled, trained crisis worker.

A trained crisis worker at your local center will answer the phone.

This person will listen to you, understand how your problem is affecting you, provide support, and get you the help you need.

988 Lifeline Center calls are free and confidential, and we're available 24/7.

Show What Happens When You Call The Lifeline

Everyone Plays A Role In Suicide Prevention

Get in touch

Call the Lifeline

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Skip to main content We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States. 988 ¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!

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Popularity: #75 of 99 Unemployment Offices in Florida #644 in Unemployment Offices

FloridaWorks Alachua County Contact Information

Address and Phone Number for FloridaWorks Alachua County, an Unemployment Office, at Southwest 13th Street, Gainesville FL.

Map of FloridaWorks Alachua County in Gainesville, Florida

View map of FloridaWorks Alachua County, and get driving directions from your location .

Unemployment Offices Nearby

Find 6 Unemployment Offices within 40.4 miles of FloridaWorks Alachua County.

External Links

Find 3 external resources related to FloridaWorks Alachua County.

About the FloridaWorks Alachua County

Gainesville Unemployment Statistics

Find Gainesville Unemployment Rates by Age and Unemployment Rates by Educational Attainment. Data Source: U.S. Census Bureau; American Community Survey, 2018 ACS 5-Year Estimates.

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FloridaWorks Alachua County - Gainesville, FL (Address and Phone)

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Popularity: #75 of 99 Unemployment Offices in Florida #644 in Unemployment Offices Address and Phone Number for FloridaWorks Alachua County, an Unemployment Office, at Southwest 13th Street, Gainesville FL. View map of FloridaWorks Alachua County, and get driving directions from your location . Find 6 Unemployment Offices within 40.4 miles of FloridaWorks Alachua County.

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What Every Parent Needs to Know

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Support For All Your Parenting & Caregiving Needs

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Parenting Counts – Parenting Information You Can Trust

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Baby Navigator - What every parent needs to know about early learning.

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Social Communication Growth Charts

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Babies learn at an amazing rate.
Learn the milestones that develop from birth to 24 months.

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Science-backed early learning for children from birth to age 5.

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Vroom helps you add science-backed early learning moments to mealtime, bathtime, bedtime or anytime. By helping your child learn now, you get them ready for school, friends and life.

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National Institute on Deafness and other Communicative Disorders

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American Sign Language Aphasia Apraxia of Speech Assistive Devices for People with Hearing, Voice, Speech, or Language Disorders Auditory Processing Disorder Autism Spectrum Disorder: Communication Problems in Children Dysphagia Hoarseness Recurrent Respiratory Papillomatosis or Laryngeal Papillomatosis Spasmodic Dysphonia Specific Language Impairment Speech and Language Developmental Milestones Stuttering Taking Care of Your Voice Teachers: Take Care of Your Voice Vocal Fold Paralysis What Is Voice?

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Individual with Disabilities Education Act

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Individual with Disabilities Education Act

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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Enrolling or Changing Health Plan

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Florida State Medicaid Managed Care - Health - Enroll

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Reliable information on nutrition, healthy eating, physical activity, and food safety for consumers.

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Nutrition.gov is powered by USDA Science and offers credible information to help you make healthful eating choices.

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In order for all of us to live in relative harmony with one another, we form relationships and interact with each other in such a way as to become friends, gain trust, and create strong emotional bonds. In time, we may find a person we wish to spend the rest of our lives with.

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Sharing What You Know With Professionals

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Participating on Your Child's Team

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Family Members Working With Other Team Members

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Do You Have Questions About Your Child's Development?

Early Intervention Can Help!

No two children are the same - each one is unique. Most differences are nothing to worry about, but in some children, the differences signal a need for early intervention.

If you are concerned about your child's development, we present the basics here to get you started.

Why is Early Intervention Important?

Positive early experiences are essential prerequisites for later success in school, the workplace, and the community. Building the capacity and confidence of families to support their infant or toddler who is at risk for developmental delays has been shown to positively impact outcomes across developmental domains, including health, language and communication, and cognitive and social/emotional development.

Families benefit from early intervention by being able to meet their child's needs from an early age and throughout their lives.

Is this Typical Development?

If you are worried about your child's development, do not wait! The years from birth to age three are so important. Talk with your child's pediatrician about your concerns.

Review the list of typical developmental milestones.

How Do I Refer My Child?

Anyone may refer a child to UF North Central Early Steps as soon as there is a concern for a developmental delay. Our Intake Service Coordinators are here to assist you in learning about our program. Click the button below to submit a referral online.

Family Resource Specialists

The Family Resource Specialist (FRS) is a parent or caregiver of a child who received Early Steps services. The FRS works with the Local Early Steps to help families of children in the Early Steps system by providing information and support, and by connecting them with other parent organizations and community supports.

The FRS can assist you with:

Obtaining funds to attend a conference

Finding local parent-to-parent support and playgroups

Providing information and helping you to access community supports and resources such as housing, financial assistance, disaster preparedness, child care, and health care.

Learning your rights

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For Families " North Central Early Steps " College of Medicine " University of Florida

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Do You Have Questions About Your Child's Development? Early Intervention Can Help! No two children are the same - each one is unique. Most differences are nothing to worry about, but in some children, the differences signal a need for early intervention. If you are concerned about your child's development, we present the basics here...

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National Family Association for DeafBlindn

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DONIA SHIRLEY

live in Miami, Florida and I am the Mom to two beautiful boys. My youngest son was born with DeafBlindness and CHARGE Syndrome. I have joined the NFADB board to give back to this amazing community that has empowered me to become a passionate advocate for not only my son but the DeafBlind Community as a whole. In addition to being a part of the NFADB Board I am the CHARGE Syndrome Foundation Co-State Liaison for the State of Florida and a F2FC Family Call Facilitator. I am also a founding member of the family run organization, Family Partners for the DeafBlind of Florida and the Virgin Islands, we are a NFADB Affiliate that provides support to families who have a child or loved one with DeafBlindness.

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National Family Association for DeafBlind - Welcome

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DONIA SHIRLEY live in Miami, Florida and I am the Mom to two beautiful boys. My youngest son was born with DeafBlindness and CHARGE Syndrome. I have joined the NFADB board to give back to this amazing community that has empowered me to become a passionate advocate for not only my son but the DeafBlind Community as a whole.

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Florida IDEA Part C/Early Intervention

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Thank you for visiting Florida's Early Steps Program webpage. The Program is excited to announce that there is a new website with added information and features. Please visit www.FloridaEarlySteps.com.

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Children's Medical Services - early_steps

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Thank you for visiting Florida's Early Steps Program webpage. The Program is excited to announce that there is a new website with added information and features. Please visit www.FloridaEarlySteps.com.

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DOH-Alachua along with the University of Florida and UF Health are working together to support the residents of Alachua County in the registration and scheduling process for the COVID-19 vaccine. Please note that our registration forms and communications measures have changed slightly. Follow the link below to verify and add any missing information, like a mobile phone number or email address.

If you were scheduled for a 2nd dose Moderna vaccine at the Trinity United Methodist Church for Thursday, Feb. 18th, please note that vaccines are not available. We are currently calling every client affected. Once the vaccine is available we will be reaching out by email, text, or phone call with a new date.

Once vaccines are available we will be contacting those in our waiting list in the age range of 79-75.

**To schedule an appointment to get tested or for FAQ's about COVID-19 call 352-334-8810; 8am - Midnight 7 days a week. **To find out your test results for COVID-19, please wait 72 hours after your test date and call 352-334-8828 or download the healthytogether application on your smartphone; Operators are available Monday - Friday 8am-4:30pm. **For Code Enforcement issues regarding masks call 311.
COVID-19 Information and Registration Form

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DOH-Alachua along with the University of Florida and UF Health are working together to support the residents of Alachua County in the registration and scheduling process for the COVID-19 vaccine. Please note that our registration forms and communications measures have changed slightly.

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What does this program do?
Rural Housing site loans provide two types of loans to purchase and develop housing sites for low- and moderate-income families:

Section 523 loans are used to acquire and develop sites only for housing to be constructed by the Self-Help method. Refer to RD Instruction 1944-I for more information about the Self-Help program

Section 524 loans are made to acquire and develop sites for low- or moderate-income families, with no restriction as to the method of construction. Low-income is defined as between 50-80% of the area median income (AMI); the upper limit for moderate income is 115% of the AMI.

Who may apply for this program?

Section 523 loans: Private or public non-profit organizations that will provide sites solely for self-help housing

Section 524 loans: Private or public non-profit organizations. The building site may be sold to low- or moderate-income families utilizing USDA's Housing and Community Facilities Program's (HCFP) loan programs, or any other mortgage financing program which serves low- and moderate-income families

Non-profits that have the legal authority to operate a revolving loan fund

Non-profits that have the financial, technical and managerial capacity to comply with relevant federal and state laws and regulations

Federally-recognized Tribes

What is an eligible area?
Check eligible addresses.

How may funds be used?
Site loans are made to provide financing for the purchase and development of housing sites for low- and moderate-income families.
What are the terms of the loans?

2-year loans

Section 523 loans: 3% interest rate

Section 524 loans: below-market-rate established and published monthly, fixed at closing.

How do we get started?
Applications for this program are accepted year round. Please apply through your State USDA Rural Development office..

Who can answer questions?
Contact your State USDA Rural Development office.
What governs this program?
NOTE: Because citations and other information may be subject to change please always consult the program instructions listed in the section above titled "What Law Governs this Program?" You may also contact your local office for assistance.

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What does this program do? Rural Housing site loans provide two types of loans to purchase and develop housing sites for low- and moderate-income families: Section 523 loans are used to acquire and develop sites only for housing to be constructed by the Self-Help method.

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16 Early Signs of Autism

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Attachment 2 - Checklist of 16 Early-Signs of Autism

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Adult Education / GED / Adult Education / GED

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Under Florida law, e-mail addresses are public records. If you do not want your e-mail address released in response to a public records request, do not send electronic mail regarding official business to the District or any of its employees. Instead, contact the District or individual employee by phone or in writing.

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Columbia Career and Adult Education - Columbia County School District

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Supporting Social Emotional Competence in Infants and Young Children

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Supporting Social Emotional Competence in Infants and Young Children

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The National Center for Pyramid Model

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. s

Resource Spotlight

Children's book list

Includes diverse examples of books that can be used to promote social-emotional skills.

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Supporting implementation of the Pyramid Model with fidelity.

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National Training Institute on Effective Practices: Addressing Challenging Behavior

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Have a question? Want to give us feedback? Contact Us

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the ...

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Understanding and Responding to Children Who Bite

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Understanding and Responding to Children Who Bite

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NAEYC

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Biting is a typical behavior often seen in infants, toddlers, and 2-year olds. As children mature, gain self-control, and develop problem-solving skills, they usually outgrow this behavior. While not uncommon, biting can be an upsetting and potentially harmful behavior. It's best to discourage it from the very first episode. This article will help you to understand the reasons young children bite and give you some ideas and strategies for responding appropriately.
Why do young children bite?
Some children bite instinctively, because they have not developed self-control. For example, when 3-year-old Marcus grabs a doll from his 2-year-old sister Gina, her first response is to bite him and grab the doll. She doesn't stop to think about other ways to act or the result of her actions. But there are many other reasons why children may bite.
A child might bite to

Relieve pain from teething.

Explore cause and effect ("What happens when I bite?").

Experience the sensation of biting.

Satisfy a need for oral-motor stimulation.

Imitate other children and adults.

Feel strong and in control.

Get attention.

Act in self-defense.

Communicate needs and desires, such as hunger or fatigue.

Communicate or express difficult feelings, such as frustration, anger, confusion, or fear ("There are too many people here and I feel cramped").

What can families do to prevent biting?
There are a variety of things that families can do to prevent biting. It helps to

Have age-appropriate expectations for your child's behavior based on his or her current skills and abilities.

Make sure your child's schedule, routines, and transitions are predictable and consistent. At meal and bedtimes, try to do things in the same way and at the same times. Young children thrive when they know what will happen next.

Offer activities and materials that allow your child to relax and release tension. Some children like yoga or deep breathing. Offer playdough, foam balls, bubbles, soft music, and other stress-reducing items.

Use positive guidance strategies to help your child develop self-control. For example, offer gentle reminders, phrased in a way that tells them what behaviors are expected. "Be sure to hang up your coat on the hook." "You can each have a bucket to use in the sandbox." "Put a small dot of toothpaste on your brush. You won't need much to get your teeth clean."

Provide items to bite, such as teething rings or clean, wet, cold washcloths stored in the refrigerator. This helps children learn what they can bite safely, without hurting anyone else.

How should I respond when my child bites?
While every situation is different, here are some general guidelines for responding when a child bites.

Infants
Infants learn about the world around them by exploring it with their hands, eyes, and mouths. But infants often need help to learn what they should and shouldn't bite.

If your infant takes an experimental bite on a mother's breast or grandpa's shoulder, stay calm and use clear signals to communicate that it is not okay for one person to bite another. A firm "no" or "no biting!" is an appropriate response.

Toddlers and Preschoolers
Toddlers have many strong emotions that they are just learning to manage. Toddlers may bite to express anger or frustration or because they lack the language skills needed to express their feelings.

Biting is less common in preschoolers than toddlers. When a preschooler bites, it may be due to something at home or at their child care program that is causing the child to be upset, frustrated, confused, or afraid. A preschooler may also bite to get attention or to act in self-defense.

Follow the steps below with both toddlers and preschoolers.

1. If you see the biting incident, move quickly to the scene and get down to children's level. Respond to the child who did the biting. In a serious, firm tone make a strong statement: "No biting. Biting hurts. I can't let you hurt Josie or anyone else." Next, offer a choice: "You can help make Josie feel better, or you can sit quietly until I can talk with you." Help the child follow through on the choice if necessary.

2. Respond to the child who was hurt by offering comfort through words and actions: "I'm sorry you are hurting. Let's get some ice." Perform first aid if necessary. The child who did the biting can help comfort the bitten child-if both parties agree. Help the child who was hurt find something to do.

3. Finally, talk to the child who did the biting. Maintain eye contact and speak in simple words using a calm, firm tone of voice. Try to find out what happened that led to the incident. Restate the rule, "Biting is not allowed." Model the use of words that describe feelings: "Kim took your ball. You felt angry. You bit Kim. I can't let you hurt Kim. No biting." Discuss how the child can respond in similar situations in the future.

What if biting becomes a habit for my child?
If biting becomes a habit for your child and ongoing positive guidance is not effective, it is time to set up a meeting with your child's teacher(s). Together, you can plan an approach for addressing the behavior that can be applied consistently at home and at the program. Together, you can discuss and define the behavior and find the cause behind it. Next, you and the teacher(s) can develop a plan to address the causes and help your child to replace biting with acceptable behaviors. Try the plan for several weeks, but be patient. It takes time to change behaviors that have become habits. Keep in touch with your child's teacher(s) to share information about changes in behavior. After several weeks, evaluate the plan's effectiveness and make changes as needed.
What strategies can I use to help my child overcome a habit of biting?
Here are some strategies for addressing a child's biting habit.

Observe your child to learn where, when, and in what situations biting occurs. Sometimes an adult may need to stay close to the child to prevent biting.

Pay attention to signals. Stay close and step in if your child seems ready to bite.

Suggest acceptable ways to express strong feelings. Help your child learn to communicate her wants and needs ("Amy, tell your sister you were still playing with the truck").

Use a reminder system to help your child learn to express strong feelings with appropriate words and actions ("Tell Manuel that you don't like it when he gets that close to you").

Reinforce positive behavior by acknowledging child's appropriate words and actions ("You didn't like being tickled so you used your words to ask me to stop").

Provide opportunities for your child to make choices and feel empowered.

Be sure your behavior expectations are age-appropriate and individually appropriate for your child. Expecting a child to do something he or she is not able to do can cause children to feel stress. Stress can lead to biting.

Offer foods with a variety of textures to meet your child's sensory needs.

Teach your child words for setting limits, such as "no," "stop," or "that's mine."

What strategies are not helpful?
These strategies should not be used to address a child's biting habit.

Avoid labeling a child as a "biter." Negative labels can affect how you view your child, and even affect the child's feelings about him- or herself.

Never bite a child back to punish or show him how it feels to be bitten. Biting a child sends the message that using violence is an acceptable behavior that can be used to solve problems.

Avoid getting angry, yelling, or shaming a child.

Avoid giving too much attention to a child who bites after an incident. While this is usually negative attention, it can still reinforce the behavior and cause a child to repeat it.

Do not force a child who bit and the child who was hurt to play together.

Do not punish children who bite. Punishment does not help children to learn discipline and self-control. Instead, it makes children angry, upset, defiant, and embarrassed. It also undermines the relationship between you and your child.

For further reading
Banks, R., & S. Yi. 2007. "Dealing with Biting Behaviors in Young Children." Clearinghouse on Early Education and Parenting. http://ceep.crc.uiuc.edu/poptopics/biting.html.

The Center on Social and Emotional Foundations for Early Learning (CSEFEL). "Responding to Your Child's Bite." www.vanderbilt.edu/csefel/documents/biting-parenting_tool.pdf.

Crisalli, L. 2008. "All about Biting." Exchange 184: 61-63. http://www.ccie.com/library/5018461.pdf.

University of Maine Center for Community Inclusion and Disability Studies. "Ouch! That hurts! - Biting." (Growing ideas tip sheet). http://umaine.edu/ccids/files/2009/12/biting120309.pdf.

Zero to Three. "Why Do Toddlers Bite? Finding the Right Response." www.zerotothree.org/child-development/challenging-behavior/chew-on-this-resources-on-biting.html.

Source: Adapted from D. Koralek, "Understanding and Responding to Biting," In Classroom Strategies to Promote Children's Social and Emotional Development, 135-138. Lewisville, NC: Kaplan Press, 1999. © 1999 The Devereux Foundation, Villanova, Pennsylvania.

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Understanding and Responding to Children Who Bite

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This article will help you to understand the reasons young children bite and give you some ideas and strategies for responding appropriately.

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Step Up For Students

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APD - Agency for Persons with Disabilities - State of Florida

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Working in partnership with local communities and providers to ensure the safety and well-being the people we serve. APD serves people diagnosed with developmental disabilities.

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Employ Florida

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Employ Florida - Complete set of employment tools for job seekers in Florida. Job seekers and employers access jobs, résumés, education, training, labor market information.

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Employ Florida - AbilitiesWork - Complete set of employment tools for job seekers in Florida. Search jobs, create résumés, find education and training. Employers can find candidates, post jobs, search labor market information.

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PROVEN IDEAS FROM RESEARCH FOR PARENTS Birth Through Preschool (Third Edition)

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Shining Stars: HOW PARENTS CAN HELP THEIR TODDLERS LEARN TO READ

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Shining Stars: HOW PARENTS CAN HELP THEIR TODDLERS LEARN TO READ

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Florida Department of Health COVID-19 Outbreak

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How do I prevent and prepare for COVID-19?

The best way to prevent illness is to avoid being exposed to the virus (and avoid exposing other people).

What do I do if I'm sick?

You should prevent the disease from spreading to others in your home and community by taking basic precautions.

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Florida Department of Health COVID-19 Response

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How do I prevent and prepare for COVID-19? The best way to prevent illness is to avoid being exposed to the virus (and avoid exposing other people). What do I do if I'm sick? You should prevent the disease from spreading to others in your home and community by taking basic precautions.

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What is Supplemental Security Income?

Supplemental Security Income (SSI) is a Federal income supplement program funded by general tax revenues (not Social Security taxes):

It is designed to help aged, blind, and disabled people, who have little or no income; and

It provides cash to meet basic needs for food, clothing, and shelter.

Recently Updated

Am I eligible for SSI benefits?
This link will take you to the Benefit Eligibility Screening Tool. By taking 5 to 10 minutes to answer a few questions, you can find out if you are eligible for SSI or other benefits. (See also more detailed information on SSI Eligibility Requirements.)

How may I apply for SSI benefits?
Take this link to a summary about the SSI Application Process and Applicant Rights.

Help for Beneficiaries
Who Return to Work

If you already get benefits and are thinking about returning to work, please check out this link to a summary about SSI Work Incentives.

Income Reporting

If you receive SSI for yourself or someone else, check out this link to a chart with detailed instructions regarding income reporting for SSI recipients.

General Information
When you use the link to General Information, you will come to our list of published pamphlets and fact sheets about SSI. Some of these publications are in different formats. Some are also available in both English and Spanish languages.

Understanding SSI

The Understanding SSI booklet provides comprehensive general information about SSI eligibility requirements and processes. Written especially for SSI advocates, but also useful for the general public, it addresses a broad range of topics, from applying for benefits to reporting events that may change the payment of benefits. Please check out its "Table of Contents" for a list of these topics.

SSI Spotlights
SSI Spotlights are a series of 27 fact sheets about a variety of SSI topics, e.g., living arrangements, and are designed to supplement the guidelines in Understanding SSI (see above). You may link directly to each of the spotlights, or you may link to them from the text of the guidelines.

In addition, Spanish versions of the spotlights are available at Puntos Importantes de Seguridad de Ingreso Suplementario (SSI).

Social Security Handbook
This is a link to Chapter 21 of the Social Security Handbook which contains material about SSI organized in question and answer format so that you can find the information you need quickly and easily.

SSI Law and Regulations
Go to our page on SSI Law and Regulations to find out which parts of the Social Security Act and the Code of Federal Regulations for the Social Security Administration are used to administer the SSI program.

Resources for Advocates and the General Public
Check the links on our SSI Resources page for information on how to find the nearest Social Security office, how to obtain a proof of income letter, etc.

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What is Supplemental Security Income? Supplemental Security Income (SSI) is a Federal income supplement program funded by general tax revenues (not Social Security taxes): It is designed to help aged, blind, and disabled people, who have little or no income; and It provides cash to meet basic needs for food, clothing, and shelter.

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Since 1998, The Annual Family Café has brought Floridians with all types of disabilities together for three days of information, training, and networking each June. With a great range of individual breakout sessions, a packed Exhibit Hall with dozens of vendors, and a series of special events including Keynote speakers and The Governors' Summit on Disabilities, The Annual Family Café offers attendees exposure to resources on a grand scale, unprecedented access to policy-making officials, and a chance to network with other individuals with disabilities and their families.

There is no registration fee for individuals with disabilities and their families, and limited Financial Assistance is available to cover the cost of your hotel stay at the host site, the Hyatt Regency Orlando. To apply for Financial Assistance, simply check the box on the registration form. Financial Assistance is determined by lottery.

What are the Dates for The 26th Annual Family Cafe?

The 26th Annual Family Cafe is set for June 14-16, 2024 at the Hyatt Regency Orlando.

When Can I Register?

Online registration is now OPEN! CLICK HERE TO REGISTER!

How Can I Apply for Financial Assistance?

Financial Assistance is available to cover the cost of your hotel stay for qualifying applicants. The deadline to request Financial Assistance was April 1st. All available Financial Assistance has been distributed at this time. Everyone registered by the Financial Assistance deadline will receive notification of their status by both email and regular mail.

When Can I Make a Hotel Reservation?

This year's 26th Annual Family Café will be held at the Hyatt Regency Orlando, 9801 International Drive. The Family Café has negotiated a special conference rate of $129 per night for rooms in The Family Café block. To make a reservation, contact the Hyatt Regency Orlando at 402-593-5048 and refer to The 26th Annual Family Café.

Space is also available at two overflow hotels directly across International Drive from the Hyatt at the special event rate of $125 per night. Call the Rosen Centre at or the Rosen Plaza at 407-996-9702 and mention The Family Cafe to get the special event rate.

Can I See the Program?

We're currently in the process of putting the full event program together. It should be available to view about a month before the conference.

How Do I Become an Exhibitor?

The Family Cafe is always looking for exhibitors to take advantage of the unprecedented access to consumers with disabilities and their families that can be found at The Annual Family Cafe! There's simply no better way to get your product or service in front of thousands of Floridians with disabilities in a single location!

You can find the online Exhibitor Agreement and all of the details here.

Are There Any Pre-Conference Events Planned?

Yes! The Family Cafe will host two different pre-conference events on Thursday, June 13th, the day prior to the opening of The 26th Annual Family Cafe.

How Can I Submit a Proposal for a Presentation?

The deadline to submit a Presentation Proposal is now passed.

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The Annual Family Cafe - The Family Cafe

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Since 1998, The Annual Family Café has brought Floridians with all types of disabilities together for three days of information, training, and networking each June.

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Transition from Early Intervention to Preschool ESE

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Transition from Early Intervention to Preschool ESE

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We know that access to the right tools and information at the right time can change lives. At APH, our job is to break down barriers and empower students, families, adults, and educators, creating a future that belongs to everyone.

Browse the Shop

2023 Coding Symposium 3.0

The 2023 National Coding Symposium returns for its 3rd year with more opportunities to engage students and all level of coders! We have moved our event from spring to December to align with Computer Science Education Week, which is the largest learning event in history, aiming to get K-12 students interested in computer coding.

More information is available on the APH Connect Center website.

Want to Learn More about Tactile Graphics?

APH's Outreach Services Team is hosting a 4-part Access Academy webinar series.

Titled Tactile Graphics Literacy for Students with Visual Impairments, the series will build an understanding of tactile graphic skills. The final webinar will focus on the Monarch and tactile access to digital learning.

Registration is open for all webinars on the Access Academy website.

APH Hive: Professional Communities

Professional Communities was created to provide creditable and effective resources to people who assist individuals who are blind or have low vision. This user-friendly portal houses curated webinars, external courses, blogs, and much more. Looking for a place to connect? Join us at the APH Hive Discussion Boards to communicate with other parents and educators in the blindness and low vision field.

The future is accessible.

We're not just looking forward to an accessible future-we're making it happen every day. And, with the latest technology, we think the future has never been brighter for people who are blind or have vision loss.

Learn More About Juno

Going further to move things ahead.

At APH we've been innovating products and technology to support people who are blind and low vision to independently live and learn since 1854, and we're not stopping any time soon. From everyday tools to high tech solutions, we're developing products for barrier breakers, dream believers, change makers, and access warriors!

Keep braille at your fingertips anytime, anywhere, with the Mantis™ Q40: a Bluetooth® keyboard and 40-cell refreshable braille display.

Code Jumper™ assists students in learning computer coding and programming skills through a unique, physical system.

Featuring Text-to-Speech, the Chameleon 20 is the perfect device for learning and reinforcing braille literacy skills. As a portable braille display with local apps, like an editor and library,...

Resources for Life

Find resources to empower yourself, your child, or your students in everyday life.

Give for good.

People of all ages who are blind or low vision benefit from APH's extraordinary programs and innovative products. Be a part of our mission and partner with us.

Stay in the know.

Be the first to get updates on our latest products, resources, conferences and more by signing up for our monthly newsletter.

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APH Home | The American Printing House for the Blind

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The American Printing House for the Blind is located in Louisville, Kentucky, where it has operated since 1858. Plan a visit to our unique location today.

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Helen Keller National Center For DeafBlind

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Helen Keller National Center For DeafBlind

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HKNC: Helen Keller National Center for DeafBlind Youths & Adults (HKNC)

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The Center for Autism & Related Disabilities (CARD)

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Center for Autism and Related Disabilities " College of Medicine " University of Florida

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UF Golf Links for Autism (UFGLA) Golf Clinic 2018 UF CARD (Center for Autism and Related Disabilities) announces the UF Golf Links for Autism (UFGLA) Golf Clinic open to CARD Constituents [...]

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...because what matters most, is the time you have between intervention sessions.

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back

100 Day Kit for Young Children

Knowledge is power, particularly in the days after an autism diagnosis. The Autism Speaks 100 Day Kit helps families of children ages four and under make the best possible use of the 100 days following the diagnosis. A 100 Day Kit for school age children is also available.

This kit will help you learn more about autism and how to access the services that your child needs. It contains information and advice collected from trusted experts on autism, autistics and parents.
The 100 Day Kit is divided into the following sections:

What is autism?

Core signs and symptoms

Understanding your child's behavior

Responding to the diagnosis

How is autism treated?

Getting help

Living with autism

A week-by-week plan for the next 100 days

Glossary

Through a generous partnership with FedEx, after calling an Autism Response Team coordinator and providing them with your information, you can pick up a complimentary printed copy of the 100 Day Kit at a FedEx Office location near you!
Haga clic aquí para acceder este recurso en español.

Complete the form below to access the Tool Kit
By submitting this form you will receive periodic communications from Autism Speaks. You can unsubscribe at any time.

Our Autism Response Team (ART) is specially trained to connect people with autism, their families, and caretakers to information, tools, and resources.
Get in Touch with ART

Please ensure Javascript is enabled for purposes of website accessibility

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100 Day Kit for Young Children | Autism Speaks

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Click here to download the Autism Speaks 100 Day Kit for Young Children - a guide to support families in the days following a child's autism diagnosis

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Baby and Toddler Milestones, Dr. Lisa Shulman

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Baby and Toddler Milestones, Dr. Lisa Shulman

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Baby and Toddler Milestones, Dr. Lisa Shulman

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As we transition from 2020 into 2021, the COVID-19 pandemic continues to affect nearly every aspect of our lives. For many, this health crisis has created a range of unique and individual impacts-including food access issues, income disruptions, and emotional distress.

Although we do not have concrete evidence regarding specific dietary factors that can reduce risk of COVID-19, we do know that maintaining a healthy lifestyle is critical to keeping our immune system strong. Beyond immunity, research has shown that individuals following five key habits-eating a healthy diet, exercising regularly, keeping a healthy body weight, not drinking too much alcohol, and not smoking- live more than a decade longer than those who don't. Plus, maintaining these practices may not only help us live longer, but also better. Adults following these five key habits at middle-age were found to live more years free of chronic diseases including type 2 diabetes, cardiovascular disease, and cancer.

While sticking to healthy habits is often easier said than done, we created this guide with the goal of providing some tips and strategies that may help. During these particularly uncertain times, we invite you to do what you can to maintain a healthy lifestyle, and hopefully (if you're able to try out a new recipe or exercise, or pick up a fulfilling hobby) find some enjoyment along the way.
Download a copy of the Healthy Living Guide (PDF) featuring printable tip sheets and summaries, or access the full online articles through the links below.
In this issue:

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As we transition from 2020 into 2021, the COVID-19 pandemic continues to affect nearly every aspect of our lives. For many, this health crisis has created a range of unique and individual impacts-including food access issues, income disruptions, and emotional distress.

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Protecting the civil rights of people with disabilities in Florida.

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Transition Toolkit Now Available

Disability Rights Florida has created a new resource for students with disabilities in their teens. The toolkit, Preparing for Your Successful Transition to Adulthood, gives students with disabilities, their supporters, families, care team, and school staff the resources they need to prepare for adulthood and unlock their potential for a great future.

COVID-19 and Flu Vaccine Assistance

Do you need assistance getting your COVID-19 or Flu vaccination? Call 800-722-8142 to learn about accessible vaccine clinics, transportation, in-home vaccinations, and resources.

Disability Rights Florida was founded in 1977 as the statewide designated protection and advocacy system for individuals with disabilities in the State of Florida. Disability Rights Florida is a not-for-profit corporation that has authority and responsibility under nine federal grants. Our services are free and confidential.

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Disability Rights Florida offers free and confidential services to Floridians with disabilities.

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Open Enrollment is here! Act by Dec 15 for coverage starting Jan 1

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Open Enrollment is here! Act by Dec 15 for coverage starting Jan 1

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@FloridaAAP has shared this PSA, informing parents of the importance of keeping up with their children’s routine vaccines they save lives. Watch the PSA

& call your child's pediatrician to schedule your appointment today.

.

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Vaccines Save Lives. FCAAP Reminds You to Schedule Your Children's Immunizations Today

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An ABLE United account gives Floridians with a disability a tax-free way to save, without losing public benefits.

Sign Up. Save Up. Fall Event!

Start saving with ABLE United today and get $50!

Learn More

"ABLE should be considered an essential component of any disability planning strategy."

- Thomas Nurse, Special Needs Strategic Consultant and proud father of an ABLE account holder since 2016

Save tax-free for future expenses.

Save while maintaining public benefits.

Save with the help of family and friends.

Florida resident

Qualifying disability

Onset prior to age 26

Free to enroll

No monthly maintenance fee

Contribute as little as $25 to get started

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An ABLE United account gives Floridians with a disability a tax-free way to save, without losing public benefits. Sign Up. Save Up. Fall Event! Start saving with ABLE United today and get $50! Learn More "ABLE should be considered an essential component of any disability planning strategy."

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A Quality Checklist For Evaluating Early Learning Programs

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A Quality Checklist For Evaluating Early Learning Programs

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Parents and parents-to-be have a million things on their minds when it comes to raising their children. But every parent needs to be aware of child safety, and this begins in the home.
Children's rooms are the best place to start. According to child-safety experts, the typical focal points for decorating a child's room - windows, cribs and bedding - also hold the greatest potential danger to a child's safety.

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Parents and parents-to-be have a million things on their minds when it comes to raising their children. But every parent needs to be aware of child safety, and this begins in the home. Children's rooms are the best place to start.

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Water safety starts at home. Help be safer at the beach or pool, in the ocean or a river by enrolling in swim classes, and learning about water competency.

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Here is a new tool from @safekidsworldwide with expert tips that make car seat buying, installing, fitting and changing easier to understand.

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Get resources on how to find and install the right car seat for your child such as forward-facing and rear-facing car seats, along with booster seats.

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Welcome! Please contact Healthy Start of North Central Florida for information about the program and other local resources for you and your baby!

If you are a currently in Healthy Start you may contact your local Healthy Start office:

Alachua County 352-337-1200

Bradford County 904-964-7732

Columbia County 386-758-1065

Dixie County 352-498-1360

Gilchrist County 352-463-3120

Hamilton County 386-234-0560

Lafayette County 386-294-1321

Levy County 352-486-5300

Marion County 352-644-2717

Putnam County 386-481-3614

Suwannee County 386-362-2708

Union County 386-496-3211

Healthcare providers, contact:
Karen Woulf
Provider Liaison
P: 352-727-2736 | F: 352-313-6513 | E: kwoulf@wellflorida.org

Community-based organizations, contact:
Erin Peterson
Community Liaison
P: 352-313-6500 x8038 | F: 352-313-6513 | E: epeterson@wellflorida.org

To make a referral call Connect at 877-678-9355.

For information about other counties, please visit Florida's Healthy Start at:
https://www.healthystartflorida.com/about-us/coalition-map/

Administrative offices of Healthy Start of North Central Florida Coalition
An Affiliate Partner of WellFlorida Council
1785 NW 80th Blvd.
Gainesville, FL 32606
352-313-6500

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Welcome! Please contact Healthy Start of North Central Florida for information about the program and other local resources for you and your baby!

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What should I know about sleep and toddlers and preschoolers?

Toddlers: Children 1-2 years of age should have 11-14 hours of sleep over a 24-hour period. This may be split up between nighttime sleeping and a nap or two during the daytime. It may take several weeks of experimenting before you discover what works best for your toddler.

Preschoolers: Sleep helps your kids grow strong and healthy during their preschool years (ages 3 to 5). Most children during this age need between 10 and 13 hours of sleep over a 24-hour period and usually one daytime nap. Older children may not need any naps at all.

How do sleep needs change during the toddler and preschool years?

Toddlers: By the end of the second year, naps typically decrease to once a day lasting up to three hours. Most toddlers move from cribs to beds between the ages of 2 and 3. Toddlers often do not look forward to bedtime. They do not want to be separated from the parent/guardian or miss out on any of the fun activities they feel might be going on. Common sleep problems at this age include bedtime resistance, night awakening(s) and difficulty returning to sleep. Other problems can include nighttime fears and nightmares.

Preschoolers: Napping begins to trail off, although most preschoolers can still benefit from taking a nap. The best way to do this is to establish a set routine time for napping or simply quiet or relaxing time in the child's bedroom. Even if your child can't sleep, try to set aside some "quiet time" in the early afternoon for your child to relax. Around an hour a day is a sufficient amount of time. Sleep problems are common during these preschool years. These problems can include resisting going to sleep and waking frequently at night. Also common during the preschool years are nighttime fears, nightmares, sleepwalking and sleep terrors.

How can I help my toddler or preschooler sleep well?

You can do a number of things to establish an excellent bedtime routine to ensure that your toddler gets enough sleep. When setting up a bedtime routine, keep these things in mind:

Stick to the same set bed times and wake up times each day. Don't short change nap time either - make sure that it does not occur too late in the day or that it is too brief - either of these will result in lack of a good night's sleep.

Maintain a consistent bedtime routine. Turn off overhead lights and use dim table lamps starting 30-60 minutes before bedtime to minimize light exposure. Establish calm and enjoyable activities in the 30 minutes right before bedtime, such as taking a bath or reading bedtime stories to help your child wind down. It is helpful to set clear limits as to how many books you will read or songs you will sing. Allow your child to pick out which pajamas he or she wishes to wear and which stuffed animal to take to bed, etc. This choice of security object (stuffed animal or blanket) helps your child feel more relaxed at bedtime and all through the night.

Make sure the bedroom environment is quiet, cool, dark and comfortable for sleeping. A nightlight or area light on the very lowest dimmer setting is fine. Playing soft, soothing music or sound machine is fine. Remember to reserve the bed for sleeping only - it should not be used as a platform for playing. Television watching in the bedroom should not be allowed. Any other form of screen time (iPad, smart phones, etc.) should not be part of the bedroom environment. These can over-stimulate the child and make it harder for them to fall asleep.

Limit food and drink (especially any drinks containing caffeine) before bedtime. Remember, many clear beverages contain caffeine, so check the label. A light snack before bedtime is OK.

Tuck your child into bed in a sleepy but awake state, then leave the room. This will help your child learn to fall asleep on his or her own and help your child return to sleep independently if he or she wakes up in the middle of the night.

Preschoolers: If a preschooler has a bothersome night waking or nightmare, it is okay for him or her to call out or seek out Mom or Dad for comfort. However, once calmed down, Mom or Dad should return the child to his or her own bed. Surround the child with items of comfort, such as a favorite stuffed animal or soft blanket or other object that will allow the child to fall asleep again independently without the need to leave the bed and seek you out again.

Safety issues with toddlers

Toddlers are at an age where they are becoming increasingly aware and curious about their surroundings. Therefore, as the parents or guardians, you will need to be more cautious about your child's crib, what is placed in it and its surroundings. For instance:

Don't leave extra-large stuffed toys in the crib or leave on the bumper pads - your toddler can use these objects as a step to climb over the crib rail.

Look for and remove objects with strings or ties that could accidentally end up wound around your child's neck, such as cords on blinds or curtains.

Look at any objects that might be too close to your child's crib and that your child might be able to reach from a standing position - such as wall hangings, curtains, window blinds and dresser doilies.

If you have such an active toddler, for safety reasons it might be time to move him or her from a crib to a toddler bed.

Consider anchoring large furniture to the walls to prevent them from falling over if your child tries to climb on them.

When should I seek a doctor's help regarding sleep issues with my toddler or preschooler?

Contact a doctor if:

Your child seems to have trouble breathing, snores or makes noise when breathing, or you have seen your child stop breathing while sleeping.

Your child has unusual nighttime behaviors, unexpected number of awakenings or has significant nighttime fears that you are concerned about.

Your feel your child's sleep problems are affecting daytime behavior.

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Preschooler & Toddler Sleep: Tips, Treatment, Prevention

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Toddlers: Children 1-2 years of age should have 11-14 hours of sleep over a 24-hour period. This may be split up between nighttime sleeping and a nap or two during the daytime. It may take several weeks of experimenting before you discover what works best for your toddler.

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Healthy Families Florida is a nationally accredited home visiting program for expectant parents and parents of newborns experiencing stressful life situations. The program improves childhood outcomes and increases family self-sufficiency by empowering parents through education and community support. Parents voluntarily participate in Healthy Families so they can learn how to recognize and respond to their babies' changing developmental needs, use positive discipline techniques, cope with the day-to-day stress of parenting in healthy ways, and set and achieve short- and long-term goals.

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Healthy Families Florida is a nationally accredited home visiting program for expectant parents and parents of newborns experiencing stressful life situations. The program improves childhood outcomes and increases family self-sufficiency by empowering parents through education and community support.

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Choosing a Child Care Provider

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Child Care - Florida Department of Children and Families

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If you need help providing child care for your child, contact your local Early Learning Coalition

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Parent Resources

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Parent Resources

One of the most important decisions you will ever make as a parent is choosing quality child care for your child. The following resources are available to help you make a good choice:

Child Care Provider Licensure/Registration Requirements:

Would you like to leave a comment regarding child care?

More Information

For complaints regarding alleged abuse/neglect by a child care provider, call:
Florida Abuse Hotline 1-800-962-2873
For complaints relating to the School Readiness Program or VPK Program, contact your county's Early Learning Coalition.

For any other concerns/complaints about a child care provider you may file an complaint online or contact Child Care Licensing agency for your area.

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One of the most important decisions you will ever make as a parent is choosing quality child care for your child. The following resources are available to help you make a good choice: For complaints regarding alleged abuse/neglect by a child care provider, call: Florida Abuse Hotline 1-800-962-2873 For complaints relating to the School Readiness Program or VPK Program, contact your county's Early Learning Coalition.

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The only national 24/7 crisis intervention and suicide prevention lifeline for LGBTQ young people (ages 13-24), available at: 1-866-488-7386.

(Chat and text available during limited hours)

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Florida Homeowner's Handbook

Designed specifically for homeowners, the Florida Homeowner's Handbook to Prepare for Natural Disasters is a critical resource for anyone wanting to reduce the risks to both their family and property from the threats of natural hazards. This handbook covers basic information on emergency preparedness, evacuation planning, flood and wind insurance, and steps to take to protect your property.

Protecting Your Home and Family

More Disaster Planning Resources

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institute of food and agricultural sciences

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Health, Home & Pets - UF/IFAS Disaster Preparation & Recovery - University of Florida, Institute of Food and Agricultural Sciences - UF/IFAS

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Designed specifically for homeowners, the Florida Homeowner's Handbook to Prepare for Natural Disasters is a critical resource for anyone wanting to reduce the risks to both their family and property from the threats of natural hazards. This handbook covers basic information on emergency preparedness, evacuation planning, flood and wind insurance, and steps to take to protect your property.

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Understanding Supplemental Security Income SSI for Children-- 2021 Edition

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Understanding Supplemental Security Income SSI for Children-- 2021 Edition

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To be eligible for SSI benefits, a child must be either blind or disabled.

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Have you heard about events where folks get one-on-one personalized instruction on how to properly use their child's car seat? Join the team of over 43,000 nationally certified Child Passenger Safety Technicians (CPST) and be that community advocate or resource in your community!

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Child Safety and Injury Prevention | Child Safety and Injury Prevention| CDC Injury Center

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