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Now open to parents from birth to four years postpartum!
This peer support group is for parents from birth to four years postpartum. This group provides a safe and supportive place for sharing feelings and challenges commonly experienced when navigating the unexpected outcome of having a child with medical complications or special needs. Logistics of care, juggling medical and therapy appointments, and unique support needs can create an isolating and overwhelming experience. Come share, connect and learn. You are not alone.

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Mental Health Support for Special Needs and Medically Fragile Parenting - Postpartum Support International (PSI)

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This peer support group is for parents from birth to four years postpartum.

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Maternal Mental
Wellness Plan

Capture the most important things you'd like help with within the 12 weeks after you give birth. Writing down your priorities and desires for new motherhood may help you maintain maternal mental wellness.

Desktop is the recommended user experience for this tool.

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Sage Therapeutics is a biopharmaceutical company developing novel therapies for brain health disorders with Depression, Neurology and Neuropsychiatric franchise programs.

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Talking Postpartum Depression | Office on Women’s Health

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Get Help Now. Call 1-833-TLC-MAMA (1-833-852-6262) for 24/7 free confidential support for pregnant and new moms. If you are in mental health distress or have a suicidal crisis, call or text the Suicide and Crisis Lifeline at 988 for free and confidential support.

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Housing.LACounty.gov | LA County Apartments | LA County Rental Homes

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Search and list all types of rental housing for free, from apartments to homes with a yard in Los Angeles County

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504 Reasonable Accommodations

A reasonable accommodation is a change, exception or adjustment that the HACLA makes to its rules, policies, practices, procedures or to its housing units or common areas that will provide a person with a disability an equal opportunity to participate in and benefit from the programs administered by the HACLA.

It is the policy of the HACLA to provide equal opportunity for all individuals, (including individuals with disabilities and families that include a member with disabilities), to participate in and benefit from programs that are administered by the HACLA. The HACLA will provide reasonable accommodations under all its programs, properties, and related facilities in accordance with the Reasonable Accommodations policy. The HACLA will seek to identify and eliminate conditions that create barriers to equal opportunity and, whenever possible, will make physical and procedural changes in order to reasonably accommodate people with disabilities.

This policy applies to all clients of HACLA programs.

Interactive Process

HACLA staff will engage in discussion with the family to determine what policy exception or reasonable accommodation is being requested and to identify acceptable alternative accommodations if necessary. For the Section 8 program only, if the owner refuses to allow a reasonable accommodation, the Advisor or Ombudsperson will provide the family information on how to file a housing discrimination complaint and/or refer the participant to the U.S. Department of Housing and Urban Development (HUD), Department of Fair Employment and Housing (DFEH), or a Fair Housing agency to make a complaint.

Tenant-Based Section 8 Department Programs

The HACLA encourages owners to provide accessible units and reasonable accommodations to Section 8 Program applicants and participants. Households with a disabled member may request owner approval for unit modifications. Clients are encouraged to consult with disability rights specialists and/or the HACLA website for information regarding tenant/landlord responsibilities regarding unit/common area modifications. The HACLA's contracts shall include the necessary language to assure nondiscrimination. In addition, the HACLA maintains a list of properties which owners have described as accessible to its Section 8 Program applicant and participant families.

Policy Documents & Forms

Additional Assistance

Section 8

If you are a section 8 participant and you have questions about reasonable accommodations you may contact your advisor or the following ombudspersons:

Legal References

This policy incorporates by reference and complies fully with the:

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A reasonable accommodation is a change, exception or adjustment that the HACLA makes to its rules, policies, practices, procedures or to its housing units or common areas that will provide a person with a disability an equal opportunity to participate in and benefit from the programs administered by the HACLA.

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HACLA and Century Affordable Development Join Mayor Eric Garcetti and Councilmember Joe Buscaino to Celebrate Groundbreaking of The Banning

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Find a Local Food Bank

If you are in need of immediate assistance, please call 2-1-1 to speak with someone about services in your area (lines are open 24 hours a day).

About Food Banks

A food bank is a 501(c)3 nonprofit that has a Board of Directors representing the community it serves.

Food banks work with their local communities to ensure that everyone has access to healthful foods. They solicit, receive, store, and distribute fresh produce and pantry staples. They help people get connected to other essential benefits and serve as community hubs for volunteers. Our food banks operate with principles of client choice, dignity, respect, and appreciation for the diverse communities they serve.

Ten Food Bank Facts

If you are a food bank that is interested in becoming a member, please reach out to our membership team.

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California Association of Food Banks | Find a Local Food Bank

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Find a Local Food Bank If you are in need of immediate assistance, please call 2-1-1 to speak with someone about services in your area (lines are open 24 hours a day). Become a Member If you are a food bank that is interested in becoming a member, please reach...

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We distribute food and other essentials to children, seniors, families and other individuals in need.

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The Early Start Neighborhood provides a virtual community for Early Start professionals, partners, parents and caregivers seeking information, resources, training, and technical assistance on early intervention, Part C requirements, implementation, and evidence-based practices.

Early Start Neighborhood

The Early Start service system was implemented in 1993 under Part C of the Individuals with Disabilities Education Act (IDEA) to enhance and coordinate quality early intervention services for eligible infants and toddlers (birth - three years of age) and their families in California. The delivery of quality early intervention services envisioned by Part C of IDEA requires that personnel are qualified and appropriately trained to provide those services to eligible infants and toddlers and their families.The Department of Developmental Services' (DDS) Early Start Comprehensive System of Personnel Development (CSPD) provides the framework for coordinating the delivery of personnel development activities throughout California. DDS contracts with the WestEd Center for Prevention and Early Intervention to facilitate the implementation of CSPD projects.The California Early Intervention Technical Assistance Network (CEITAN) provides online training for early intervention service coordinators, service providers, specialists, administrators, and other early intervention personnel. Early Start Online Training includes:

Foundations Series

Skill Base Series

Early Start Foundations and Skill Builders have been designed to provide service providers and service coordinators with an early intervention curriculum which addresses the many requirements and needs considered critical for the delivery of appropriate early intervention services.

For registration information go to: WestEd Online Registration

The following CSPD projects are collaborative efforts of DDS and interagency community partners.

Supporting Early Education Delivery Systems (SEEDS) contracted by CDE through Sacramento County Office of Education, SEEDS provides technical assistance to early childhood agencies from their network of consultants and visitation sites. Visitation sites have been identified as demonstrating exemplary practices in early childhood special education.

Training and Technical Assistance Collaborater (TTAC) is a group of individuals that are a collaboration of interagency partnerships in California dedicated to delivering quality personnel development activities for children birth-5 with disabilities and other special needs and their families. They have developed and promoted core messages PDF for effective training and technical assistance.

For more information about these projects please contact: WestEd Center for Prevention and Early Intervention Telephone: 916-492-4048
Additional training opportunities that support personnel development in California: Additional technical assistance:

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State of California & Department of Developmental Services

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Early Start - CA Department of Developmental Services

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The Early Start (ES) program is California's early intervention program for infants and toddlers with developmental delays or at risk for having a developmental disability and their families. Early Start... View Article

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Family Voices is a national family-led organization of families and friends of children and youth with special health care needs (CYSHCN) and disabilities. We connect a network of family organizations across the United States that provide support to families of CYSHCN.

We promote partnership with families at all levels of health care-individual and policy decision-making levels- in order to improve health care services and policies for children.

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Family Voices is a national grassroots network organization of families and friends of children and youth with special health care needs and disabilities, promoting partnership with families-including those of cultural, linguistic and geographic diversity-in order to improve healthcare services and policies for children.

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This document will provide you with tips before, during, and after an IEP meeting to help you advocate for your child.

This document will provide you with tips before, during, and after an IEP 1 meeting to help you advocate for your child.

BEFORE THE IEP MEETING

1. Organize Your Child's IEP Records

Before your child's IEP meeting, organize your child's IEP records. Choose an organizing way that works for you. This will help you prepare for the meeting. Make sure that you have an up-to-date record of all communications about your child, like emails with school staff about your child; all assessment requests, assessment plans, and assessment reports; copies of your child's IEP and any Prior Written Notice that you may have received; a copy of your procedural safeguards; report cards and progress reports; sample work; and if applicable, a behavior intervention plan and any behavior incident reports.

2. Request Assessments

A school district must assess a student in all areas of suspected disability. You may also request your child's school district to assess your child in any area of suspected disability. You may also request your child's school district to assess your child for any services they may need, like speech therapy. You should make all assessment requests in writing to the school district.

Once you make your request, the school district should provide you with an assessment plan within 15 days. Once you sign and return this plan back to the school district, the school district has 60 days to finish assessments and to hold an IEP meeting.

If you do not agree with the school district's assessment, you can ask the school district to pay for an independent educational evaluation or IEE. The school district must either pay for the independent evaluation or file for a due process hearing (the school district will have to show that its assessment was appropriate).

3. Ask for All Assessment Reports One Week Before the IEP Meeting

School districts are required by federal and state law to provide copies of assessment reports before an IEP meeting. But, there are no timelines that tell school districts how many days before the IEP meeting they must give you copies of assessment reports. Ask the school district early on to give you copies of the assessment reports a week before the IEP meeting. This is very important so that you can read the reports, write down questions you may have about the reports, and plan for the IEP meeting.

4. Plan for the IEP meeting with a Friend or Advocate

Planning for the IEP meeting with a friend or advocate can help you be better prepared at the IEP meeting.

Parent groups, like Family Resource Centers and Parent Training and Information Centers, may have advocates who can help you plan for an IEP meeting or go with you to an IEP meeting. Or, you can buddy up with another family and help each other out. If your child is a Regional Center client, your child's Regional Center Service Coordinator should help you with planning for the IEP meeting.

With a friend or advocate,

read all assessments reports,

identify your aims for the IEP meeting,

review your child's current IEP goals and all progress reports related to those IEP goals,

identify any areas of need that your child has, including special difficulties that your child has and that you want to bring to the school district's attention, and

identify what your child has achieved since the last IEP meeting and what you hope they will learn.

Discuss any IEP goals that you may want to suggest to the IEP team with your friend or advocate.

Also, talk about the option of full inclusion or increased integration. The law says that to the maximum extent appropriate, as decided by the IEP team, children with disabilities must be educated in their neighborhood schools and attend regular classes (with supplemental aids and services, as needed). If you are seeking full inclusion or increased integration, such as participation in field trips or extracurricular activities like clubs and sports, identify how your child interacts with children without disabilities outside of school and what makes it successful for your child.

5. Make a List of the Points You Want to Discuss at the IEP Meeting

No matter how well you have prepared for the IEP meeting, you may get nervous or distracted during the meeting. Preparing a written list of points you want to discuss and questions you have will help you not forget during the IEP meeting. During the IEP meeting, you can check off the discussion points and jot down the answers to your questions.

6. Submit a Written Notice to Record the IEP Meeting

If you want a recording of the IEP meeting, you can use a tape recorder or an audio recording app on your phone to record the IEP meeting. But, you can only record the meeting if you give the school district 24 hours written notice that you want to record the meeting. If you record the IEP meeting, the District can also record.

DURING THE IEP MEETING

1. Bring a Friend, Advocate, and/or a Person Who Knows Your Child

You can invite anyone you want to attend your child's IEP meeting. It is always a good idea to have someone with you. Consider bringing someone, such as a day-care provider, grandparent, tutor, or any other person who knows your child and his/her/their learning style. If you are planning to bring an advocate, including a Regional Center Service Coordinator, you may need to schedule the date in advance with them.

2. Don't Be Afraid to Ask Questions and Make Sure you Understand Any "Jargon"

IEP meetings can be overwhelming and confusing at times, even if you have attended IEP meetings in the past. Asking questions is an important way for you to be informed and prepared so that you can advocate for your child.

School districts are required to explain all findings and recommendations in easy to understand language. School district staff use the same terms every day and may forget that others do not know what they mean. If you don't understand something that has been said at the IEP meeting, don't be afraid to ask questions and ask for more information.

3. Discuss Present Levels of Your Child's Performance

The IEP team will discuss your child's present performance in different areas. This will include reviewing all reports and assessments. Your child's teacher(s) and service provider(s) will discuss their observations of your child's performance. Make sure that you discuss your observations of your child's performance, including strengths of your child and/or any concerns you have about your child.

4. Develop Annual IEP Goals and Make Sure To Set Appropriate Progress Monitoring of the IEP Goals

The IEP team will review your child's progress on past annual goals and then develop new annual goals. If your child did not meet an annual goal, the IEP team should review this goal. The IEP team should make changes to this goal so that it is appropriate for your child and/or provide additional services and supports in order to help your child make progress on this goal. The IEP team should develop goals that are ambitious and challenging in light of your child's circumstances.

Once the IEP team develops new annual goals for your child, the IEP team must let you know how often it will provide you with reports on your child's progress with his/her/their goals. If your child will be assessed using alternate achievement standards rather than the school district's general education standards (such as the California Assessment of Student Performance and Progress or CAASPP), the IEP must break down the annual goal into short-term objectives which are reviewed at specific points during the year to make sure the child is progressing on annual goals. Make sure that the short-term objectives are clear and have dates assigned to them for review of progress. If your child will be assessed using general education standard testing, his/her/their IEP will not include short-term objectives.

5. Identify Full Inclusion or Integration Opportunities and the Supports Needed for Success

School districts must provide additional aids and services to support the needs of students with disabilities in integrated settings. This can include a trained aide, use of a tape recorder, or a behavioral intervention plan to address behaviors.

6. Describe the Placement for Your Child and Identify Specific Related Services and Supports

Once the IEP team has developed annual goals for your child, the IEP team should talk about services, supports, and placement that will support your child's progress on annual goals. All related services, such as speech therapy, should be identified including how many minutes and how often (per day, per week, per month, per year) your child will receive the service.

In your child's IEP, placement should be clearly identified. For example, "Natasha will be fully included in second grade with a full-time aide and an inclusion specialist will support Natasha for five hours per week." You do not have the right to make the school district to provide services from a specific person in a specific classroom, but specific placement options should be discussed with the IEP team.

7. Sign the IEP Only if You Are Satisfied

You do not need to sign the IEP at the meeting - you can take it home to think about it and discuss with others. You can consent to part of the IEP so that those services you agree with can begin. If you sign the IEP and soon afterward change your mind, you can try to withdraw your consent by writing to the special education administrator. Withdrawing your consent, however, will not undo the education and services that occurred after you gave consent but before you withdrew consent. If you and the school district do not agree on a proposed IEP, the last IEP that you agreed with remains in effect while your dispute is resolved at a future meeting, mediation, or due process hearing.

AFTER THE IEP MEETING

1. If Possible, Be Involved in Your Child's Classroom/School

Parents have different amounts of time and money. You can contact your child's teacher or school to ask how you can help in your child's classroom or school. You can volunteer in the classroom during the school day, volunteer with a school activity, or if you work during the day, you may be able to prepare materials in the evening in your home. Being active in your child's classroom/school can help you become more familiar with the school and its staff, including your child's teacher, and help make your child feel special.

2. Support Your Child in Developing Friendships with Classmates

Help your child to develop friendships with classmates by coordinating play-dates outside of school. Having friendships with classmates will help your child to be a part of his/her/their community.

3. Monitor Your Child's Progress

You may want to set up a regular communication system with your child's teacher, such as a notebook that goes back and forth to school. A notebook can help you track whether your child is receiving services and supports. You may also want to set up a communication system with your child's related service providers, such as a speech therapist, to check in on your child's progress.

You should write down projected target dates for your child to learn particular skills, such as the dates of the short-term objectives in your child's IEP goals.

4. Options if Things Don't Work Out

If you believe that the school district has not followed special education laws or procedures and/or has failed to provide services required in a signed IEP, you can file a compliance complaint with the California Department of Education ("CDE"). The complaint is investigated by the school district or the CDE and a written determination of whether the district was/is "out of compliance" is made. See Special Education Rights and Responsibilities, Chapter 6 for details.

If you and the school district do not agree about your child's eligibility, placement, program needs, integration or related services, either of you may request a due process hearing. If you decide to file a request for due process hearing, you must file your request within two years from the date that you knew (or had reason to know) of the facts of your complaint. At the hearing, both parties present evidence to an independent hearing officer hired by the State of California. The hearing officer will decide on the facts and the law and issue a written decision. See Special Education Rights and Responsibilities, Chapter 6 for details.

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This document will provide you with tips before, during, and after an IEP meeting to help you advocate for your child. This document will provide you with tips before, during, and after an IEP 1 meeting to help you advocate for your child. Before your child's IEP meeting, organize your child's IEP records.

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Disability Rights Education & Defense Fund

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TrainingsDisability Rights Education & Defense Fund

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Trainings on Zoom Join us at one or all of our online special education trainings. All of the trainings are free but registration is required. Training Materials S.M.A.R.T Goals Webinar (Vid…

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Home > Doing Your Homework > Game Plan: What Special Education Advocates Need to Learn and Do, Training and Tips by Sue Whitney - Wrightslaw.com

Game Plan: What Special Education Advocates Need to Learn and Do,
Training and Tips
by Sue Whitney

Print this page

"I want to be a Special Education Advocate. What training is required to advocate for children who have learning disabilities?"

"I'm a special ed teacher and believe I can do more to empower parents and students. Would love some direction. Can you help?"

"I'm a retired school administrator. I'm interested in training to become a special education advocate. Where should I begin? What is the certification process?

No Current Certification for Advocates

Currently, there are no clear, universal standardized requirements for an individual to serve as an advocate. There are no federal guidelines about the practice of special education advocacy. Some states have legal requirements about the practice of special education lay advocacy and other states have the regulation of it under consideration.

You will need to research your own state's laws, rules, and regulations about any legal requirements in your state. For starters, check with the special education section in your own State Department of Education.

Many states have no regulations or license requirements, so there are no guidelines other than your personal standards of competence.

Training Programs
Listed below are two programs that address the needs of families and professionals for special education advocacy training.
William & Mary Law School Institute of Special Education Advocacy (ISEA) is an intensive 5 day training program in special education advocacy for experienced advocates, law students, new attorneys, and attorneys who are new to special education law.

Special Education Advocate Training (SEAT) by the Council of Parent Attorneys and Advocates (COPAA) has three levels: a ten-week course for beginners; a year-long program; and a web-based curriculum and distance learning program that provides participants with training become special education advocates.
Here's What You Need to Learn

You will need to:

be able to read evaluations and write measurable IEP goals based on evaluations and student present levels of performance.

learn what is in the curriculum standards for each grade/age for your state.

know about different types of tests and what they measure.

learn about the disabilities and research based methodologies.

be knowledgeable about Section 504, ADA, IDEA, ESSA, FERPA, and general education and transportation laws.

know what is available as post-secondary options so your student is prepared when he/she completes his education.

be knowledgeable about resources in your community -- schools, evaluators, attorneys, private providers, and other advocates.

Other Available Training
Wrightslaw Special Education Law and Advocacy Training
Wrightslaw offers a variety of special education law and advocacy programs taught by nationally-recognized experts in the field of special education law and advocacy. The goal is to provide individuals with the knowledge and skills to advocate effectively for children with disabilities. Find the complete training schedule here.

Wrightslaw Multi-Media Training Programs are available to download 24/7 - wherever you live, whenever you want. Work at your own pace. Eliminate distractions and schedule your study periods at times that meet your needs.

Training from the your Parent Training and Information Center

Check the Parent Information Center (PIC) directory for the PTIC in your state.

The PIC training requires you to volunteer with PIC for a period of time.

Join the Council of Parent Attorneys and Advocates
Council of Parent Attorneys and Advocates (COPAA)

COPAA is the organization that represents the interests of attorneys and advocates. This is your tribe. In addition to an annual conference and training programs, COPAA hosts a listserv. After you join COPAA, you will benefit by reading posts on the COPAA listserv. Over time, you will get a clear sense about the differences between good advice and bad advice, a poor resource or a good one.

Tips:

After you join the listserv, don't post for a while. Just read. See if your solutions make sense when compared to the solutions posted. Make note of the resources you see posted by other members.

Read all the books you can to get the information you need.

Go to as many conferences as you can. You'll never regret going to conferences.

Keep current on information about legal trends and research-based educational methods.

Here is Your Reading List
For starters, read these
Read books from the Wrightslaw Store and listen to the training downloads from the Wrightslaw Webex Training Center.

Read your state Special Education Regulations. You can order a copy or download a copy online from your State Department of Education.

Read Tests and Measurements for the Parent, Educator, Advocate and Attorney
Read information posted on these websites
Wrightslaw

Ask the Advocate

Doing Your Homework

National Center for Learning Disabilities

LD Online

Department of Education for your state

US Department of Education
Monitor these websites for conferences to enhance your knowledge base.
Learning Disabilities Association of America

International Dyslexia Association

Association of Specialists in the Assessment of Intellectual Functioning

SERESC Educational Consortium

Autism Society of America
Join the state chapters of the national organizations and read their newsletters
Check organizations listed in your state directory of organizations on the Yellow Pages for Kids.

More Resources

This is a good booklist: The Advocates Bookstore

Subscribe to all the free education newsletters you find. Since most organizations publish newsletters, this is another way to stay up-to-date.

Go to Free Publications to download in-depth information on relevant topics.

As you do these things you'll come across other books and websites that will provide invaluable information.

You'll Know You Are Ready to Launch When. . .

...you get to the point where a parent comes to you and you know what to do and how to do it.

At that point, you are ready to work as an advocate. Don't forget to continue reading and educating yourself.

Good Luck,

Sue

Last Revised: 2/15/2021

Meet Sue Whitney

Sue Whitney of Manchester, New Hampshire, works with families as a special education advocate and is the research editor for Wrightslaw.

In

Doing Your Homework, Suzanne Whitney gives savvy advice about reading, research based instruction, and creative strategies for using education standards to advocate for children and to improve public schools.
Her articles have been reprinted by SchwabLearning.org, EducationNews.org, Bridges4Kids.org, The Beacon: Journal of Special Education Law and Practice, the Schafer Autism Report, and have been used in CLE presentations to attorneys.

Sue is the co-author of Wrightslaw: No Child Left Behind (ISBN: 978-1-892320-12-4) that was published by Harbor House Law Press, Inc.

She also served on New Hampshire's Special Education State Advisory Committee on the Education of Students/Children with Disabilities (SAC).

Sue Whitney's bio.

Copyright © 2002-2022 by Suzanne Whitney.

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Game Plan: What Special Education Advocates Need to Learn and Do, Training and Tips

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Sue Whitney describes the steps to becoming a special education advocate.

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Status Lookup ULA ERAP - ULA ERAP Portal

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Court Mandated Parenting Classes (lacourt.org) (1)

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CAPTAIN - Video for Professionals and Parent Leaders

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Sign up to help if you work with diverse families.

Support healthy development with today's most trusted screeners

Screening Resource Finder

The Screening Resource Finder makes it easy to locate helpful resources within our step-by-step Screening Navigator. Explore free tools and resources tailored to each step of the screening process, starting with the very first planning phase.

Before you Begin

What's My Role as a...

As an early childhood educator, you play a vital role in ensuring that every young child is screened. Start by partnering with parents to explain why developmental screening is so important, introduce ASQ, and address any concerns they might have. Once parents complete the questionnaires, ASQ makes it easy for you to score them and interpret the results. Then sit down with parents to share what the screener revealed, plan next steps, and give them tips and strategies for encouraging their child's progress.
Learn more in the Training Portal
Resources

Program administrators lay the critical groundwork for a successful screening program. Your first role is to plan your program, from determining goals to choosing your screener. Once your plan is in place, train and support your staff on every step of screening, including engaging parents, communicating results sensitively, and connecting families with community resources for referral. You'll also want to evaluate the success of your screening program and make periodic adjustments when necessary.
Learn more in the Training Portal
Resources

As a home visitor who works closely with families, you're in an ideal position to ensure that young children are screened. Partner with the families you work with to explain why developmental screening is so important, introduce ASQ, and address their concerns and questions. Once parents complete ASQ questionnaires, score them in minutes and interpret the results. Then sit down with families to share the results, plan next steps, and give them strategies for nurturing their child's skills and development.
Learn more in the Training Portal
Resources

Because pediatricians are the professionals most likely to see a child on a regular basis, you're in the perfect position to promote children's healthy development and identify potential delays early. If your office doesn't have a screening program yet, plan one with the help of the resources on this site. As parents complete ASQ through your program, your role is to score the questionnaires, interpret results, and sit down with families to share what you learned and plan next steps. In between screenings, give families learning activities and other resources to foster their child's skills and development.

Resources

You may not be a child development specialist, but you are the expert on your child-and research has shown that parents' concerns are accurate predictors of developmental delays. Talk to an early childhood professional about the benefits of developmental screening, and complete the ASQ questionnaire that's right for your child's age (they're easy to do and take just 10-15 minutes). When your child's pediatrician or teacher shares ASQ results with you, celebrate the milestones your child has reached and ask what you can do next to support your child's skills and healthy development.

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Uncover the knowledge to change a life with Ages & Stages Questionnaires® (ASQ).

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Welcome to Early Screening, Better Outcomes: Developmental Screening & Referral Toolkits! The goal of these toolkits is to provide a practical guide to support early childhood agencies and programs in implementing or refining high-quality developmental screening and linkage for young children. The steps listed in the toolkits are based on lessons learned from the First Connections initiative that increased early developmental and behavioral screening for young children across six diverse agencies and connected children and their families with culturally and linguistically appropriate services as early as possible.

Toolkits were developed for three different settings:

We have a critical window of time - prenatal to age 5 - to build the foundations every child needs to prepare for success in school and life. Research shows it is during this time that a child's brain develops most rapidly. In fact, 90 percent of their brain is developed by age 5. It is crucial during these years to determine if a child's development is on track and to address any concerns as early as possible to have the greatest impact. We invite you explore each of our toolkits and share with us feedback at .

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Early Screening, Better Outcomes: - First 5 Los Angeles

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Welcome to Early Screening, Better Outcomes: Developmental Screening & Referral Toolkits! The goal of these toolkits is to provide a practical guide to support early childhood agencies and programs in implementing or refining high-quality developmental screening and linkage for young children.

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Navigating the System Part 4: Community Agencies

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Cronograma de transición de Interencion Temprana

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scdd.ca.gov

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Welcome to SCDD's new Online Training Resource Center (this is a test version). We want you to be able to take trainings when you choose.

Your voice matters and we can use your input in the future, so - after the training - please complete the feedback survey located in the materials section of the training and tell us:

If you like the information

If you had any problems taking the training

If you have ideas about how to make it better

Thank you for your participation in this training. We look forward to hearing from you.

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Welcome to SCDD's new Online Training Resource Center (this is a test version). We want you to be able to take trainings when you choose.

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1. Home

2. Programs

3. Assistive Technology

Assistive technology (AT) is anything that is used to increase, maintain, or improve the functional capabilities and independence of persons with disabilities, aging populations, and people with non-communicable diseases. AT enables people to live healthy, productive, and dignified lives, and promotes inclusion and participation in education, the labor market, and civic life.

AT comes in many shapes and sizes and for a variety of individuals; in fact, more than two billion people around the world are expected to need at least one assistive product by 2030. Some may associate wheelchairs, hearing aids, glasses, and prosthetic devices with AT, which are all accurate representations. However, some other commonly used, but overlooked examples include spell checkers and autocorrect, voice recognition, iPads and tablets, braille displays, text apps, audio books, automatic soap dispensers, and systems designed to remotely control appliances.

AT is everywhere and can range from no and low-tech solutions to high tech solutions to fit the diverse needs of the human experience.

Services

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities...

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The Individuals with Disabilities Education Improvement Act (IDEA) and California special education law require that students with disabilities participate in general education curriculum, assessment, and accountability measures. The IDEA and California law also require that Individualized Education Program (IEP) teams consider whether students need assistive technology services and devices when developing IEPs.

Assistive Technology relates to the tools required to maintain, improve, or increase functional capabilities to bridge the gap between student's performance and the demands of the curriculum. Assistive Technology devices and services are defined in the IDEA as:

The term assistive technology device refers to any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized that is used to increase, maintain, or improve functional capabilities of a child with a disability.

The term assistive technology service refers to any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. This includes: evaluation; providing for the acquisition of AT equipment; selecting, designing, maintaining, repairing, or replacing the equipment; coordinating and using other therapies, interventions or services with assistive technology devices; and training or technical assistance for the child, family and other professionals who work with the child.

Although consideration of assistive technology does not mandate assessment, assistive technology devices and services are most often deemed necessary and provided in LAUSD after an assessment has been conducted by the staff at the student's local school site, staff from the District's assistive technology team, or both groups in collaboration. The multi-disciplinary team of professionals who work in the field of assistive technology within the Los Angeles Unified School District (LAUSD) is comprised of highly qualified general and special education teachers with specialized training and experience in the field of assistive technology (AT assessors), occupational therapists, physical therapists, speech and language pathologists, audiologists, deaf and hard of hearing teachers, and teachers of the visually impaired who work at the school site.

If assistive technology equipment is recommended, the local school site has primary responsibility to provide such equipment, with support from the assistive technology team as necessary, including short term equipment loans through the Assistive Technology Lending Library.

Assistive Technology Program
333 S. Beaudry Avenue, 17th Floor
Los Angeles, CA 90017
Phone: (213) 241-6200
Fax: (213) 241-8435

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Special Education Instruction / Assistive Technology

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The Individuals with Disabilities Education Improvement Act (IDEA) and California special education law require that students with disabilities participate in general education curriculum, assessment, and accountability measures. The IDEA and California law also require that Individualized Education Program (IEP) teams consider whether students need assistive technology services and devices when developing IEPs.

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Did you know that if you get Medi-Cal and your disability makes it hard for you to communicate, Medi-Cal might pay for communication supports that you need?

Did you know that if you get Medi-Cal and your disability makes it hard for you to communicate, Medi-Cal might pay for communication supports that you need?

1. What is Medi-Cal?

Medi-Cal is California's Medicaid program. Medi-Cal provides health care coverage to many low-income people. If you get Supplemental Security Income (SSI), you automatically get Medi-Cal. Medi-Cal is not just for getting medicine or going to the doctor. Medi-Cal can also include services and devices you need to communicate.

2. What are communication supports?

"Communication supports" are devices or services that help a person with a disability to communicate. Communication supports are sometimes called Augmentative Communication Devices (ACD), Augmentative and Alternative Communication (AAC), Assistive Technology (AT), or Durable Medical Equipment (DME).

3. Do I have a right to get communication supports from Medi-Cal?

Yes. Medi-Cal will pay for a communication support if your doctor decides that it is "medically necessary" for you. Generally, services, supplies and devices are considered "medically necessary" when they are "reasonable and necessary to protect life, to prevent significant illness or significant disability, or to alleviate severe pain." For children under age 21, "medically necessary" means "necessary to correct or ameliorate defects and physical and mental illnesses and conditions."

In most cases, Medi-Cal has to agree to pay for the item first before you can get it. This is called "prior authorization." Among other things, prior authorization can include a letter from a doctor or a therapist that says you have a medical need for the item. As well, Medi-Cal will only pay for the lowest cost item that will meet your needs.

Here are some examples of communication supports that you might be able to get from Medi-Cal:

Dynavox and other Speech Generating Devices (SGDs);

PECs and other forms of picture-based communication systems;

Letter boards or alphabet boards;

Computer tablets, like an iPad, if it is used as a communication device;

Services related to evaluation or therapy to learn how to use a device.

If the type of communication support you need is not available directly through Medi-Cal, you can still request it from your doctor or other health care provider as a "reasonable accommodation." This might include sign language interpreters, communication partners, or documents in braille or large print.

For more information on the right to effective communication from government programs like Medi-Cal, see U.S. Department of Justice, ADA Requirements: Effective Communication, https://www.ada.gov/effective-comm.htm.

4. How do I get the communication supports that I need?

Speak with your doctor,occupational therapist or other health care provider about your needs and ask them to submit an authorization request to Medi-Cal for you.

5. What can I do if Medi-Cal decides that I cannot get the communication supports that I need?

You can appeal. If you are not happy with Medi-Cal's decision, you can ask for a Medi-Cal fair hearing. If you are in a Medi-Cal managed care plan, you can file a grievance with the plan and ask for a fair hearing if you are not happy with the plan's decision. If you are in a managed care plan, you may be able to also request an independent medical review (IMR) with the California Department of Managed Health Care (DMHC). If you want to request an IMR, you usually have to file an appeal first with the managed care plan. You can go to this link for more information: http://www.dhcs.ca.gov/services/medi-cal/Pages/Medi-CalFairHearing.aspx. If you have any questions about your appeal rights, you can also call Disability Rights California.

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Getting Communication Supports through Medi-Cal | Disability Rights California

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Did you know that if you get Medi-Cal and your disability makes it hard for you to communicate, Medi-Cal might pay for communication supports that you need?

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Assistive Technology | Eastern Los Angeles Regional Center

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Tools used to assist persons with disabilities improve quality of life and offer provision of information, training, and technical support are considered Assistive Technology (AT). AT fosters greater independence for persons with disabilities by enabling them to perform tasks that they were formerly unable to accomplish or had great difficulty accomplishing.

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This video provides a brief summary of the IHSS program, including basic eligibility criteria, the home visit process, available services and supports, and the care provider selection process.

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This video provides a brief summary of the IHSS program services, as well as the assessment process.

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The IHSS Program will help pay for services provided to you so that you can remain safely in your own home. To be eligible, you must be 65 year of age and over, or disabled, or blind. Disabled children are also potentially eligible for IHSS.

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Supplemental Security Income (SSI) Benefits | Social Security Administration

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Learn how the Supplemental Security Income (SSI) program pays benefits to disabled adults and children who have limited income and resources. Benefits also are payable to people 65 and older without disabilities who meet the financial limits.

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We provide free interpreter services to help you conduct your Social Security business, including helping you complete the SSI application and answering your questions. NOTE: the Child Disability Report is only available in English.

Call our toll-free number, 1-800-772-1213. If you need service in Spanish, press 7 and wait for a Spanish-speaking representative to help you. For all other languages, stay on the line and remain silent during our English voice automation prompts until a representative answers. The representative will contact an interpreter to help with your call. You may access the information on this page in Spanish.

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Apply For A Child (Under Age 18) | Disability Benefits | SSA

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This page explains how to apply for disability benefits for a child.

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Autism Focused Intervention Resources & Modules

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Autism Focused Intervention Resources & Modules

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Access free AFIRM online modules and resources for evidence-based practices

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Parent Guide for Families

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Parent Guide for Families

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Transition Back to School Visual Support Video

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Transition Back to School Visual Support Video

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Transitioning Back to School visual Support Video

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Transitioning Back to School visual Support Video

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Transitioning Back to School visual Support Video

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This is a story about safety procedure at my school.

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Parent Guide -Helping Your Child to Wear a  Face Mask

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Parent Guide -Helping Your Child to Wear a  Face Mask

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Teaching Your Preschool Child to Wear a Face Mask

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Teaching Your Preschool Child to Wear a Face Mask

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Established in 1971 by pioneering feminist activists, Peace Over Violence is a sexual and domestic violence, intimate partner stalking, child abuse and youth violence prevention center headquartered in Los Angeles. POV is committed to social service, social change and social justice. POV's innovative and comprehensive programs include Emergency, Intervention, Prevention, Education and Advocacy services and are offered in Los Angeles and the 22 cities within the West San Gabriel Valley.
Our services are offered in English, Spanish and American Sign Language.

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Peace Over Violence's works to build healthy relationships, families and communities free from sexual, domestic and interpersonal violence.

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If you're experiencing abuse, you can get help with just a call or chat. Our trained advocates offer free, confidential support 24/7.

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Angel Flight West is a nonprofit, volunteer-driven organization that arranges free, non-emergency air travel for children and adults with serious medical conditions and other compelling needs. Our network of 1,400+ pilots throughout the 13 western states donate their aircraft, piloting skills, and all flying costs to help families in need, enabling them to receive vital treatment that might otherwise be inaccessible because of financial, medical, or geographic limitations.

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What does it mean to be an inclusive sol? Shine within and be the light to others.

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Video-Alternativas a las tutelas limitada

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Video-Alternativas a las tutelas limitada

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Alternative to Limited Conservatorships ENGLISH

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Alternative to Limited Conservatorships ENGLISH

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The Los Angeles County Coordinated Entry System (CES) is the network that aligns homeless services in the County together to ensure that resources are efficiently and equitably distributed to support people experiencing homelessness.

Los Angeles County's participating Coordinated Entry System network agencies are Valley Oasis, LA Family Housing, Village Family Services, Union Station Homeless Services, Hathaway Sycamore, The People Concern, PATH, LA LGBT Center, St. Joseph Center, Safe Place for Youth, SSG HOPICS, Coalition for Responsible Community Development (CRCD), The Whole Child, Jovenes, Inc., Harbor Interfaith, and 211 LA.
Who does CES Serve?

Adults (age 18+)

Families (household with a child under age 18)

Youth (age 18-24)

CES has programs that are tailored for people experiencing homelessness from each of these household types. Not all programs in CES will be available for each age group. For example, some programs may be accessible to Adults only.

In addition to these, there are programs that provide services for specific groups, such as those who are fleeing domestic violence and those who identify as U.S. Armed Forces Veterans. If you fall under one of these specialized groups, consider visiting the Get Help page to get in contact with a program.
2-1-1's Role in Coordinated Entry System for Families (CESF)
211 LA's role in the Coordinated Entry System for Families (CES-F) program is to pre-screen homeless and at-risk families and provides a warm transfer to Family Solutions Centers (FSC) within their community during daytime hours. Callers are connected to this program service through the 2-1-1 information hotline. Once connected, 211 LA attempts to connect homeless families to a CES-F Family Solutions Center unless they are CalWORKS families. We provide a crisis housing motel voucher and any other resource referrals they may need. After regular business hours, 211 LA can provide crisis housing motel vouchers and transportation to motel locations for any eligible family (dependent on motel capacity/availability). Learn more about 211 LA's CESF Program Here.

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Connecting LA to Housing Solutions The Los Angeles County Coordinated Entry System (CES) is the network that aligns homeless services in the County together to ensure that resources are efficiently and equitably distributed to support people experiencing homelessness.

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Shelter Locations Shelter Locations Avalon 4920 Avalon Blvd., Los Angeles, CA 90011 323-909-5774 Transitional Age Youth (18-24 years of age) Only Open to the public: Based Upon Bed Availability Matrix (Broadway) 8770 S. Broadway Los

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Food Benefit Programs

Food benefit programs are available for people who are struggling financially to buy food, or who have medical or other needs. Families and individuals should look at signing up for , California's Supplemental Nutrition Assistance Program (SNAP), which provides a debit card for use at grocery stores, farmers markets, and some online stores and restaurants. Women who are pregnant or have young children are encouraged to sign up for WIC, the Women, Infants and Children food program. There are also food programs for older adults and people with disabilities who have food needs.
Tip: Food benefit programs are a reliable source of ongoing food support. Check to see if you are eligible to enroll.
Search Food Benefit Programs in Food Finder

Groceries/Food Pantries

People looking for free or low cost groceries or food boxes can search this category to find food distribution sites near them. Sites may have limited days and hours they are open and requirements such as proof of residency or income may vary, and services may have modified procedures due to the COVID-19 pandemic.
Tip: Grocery or food pantry programs in the 211 LA database may be categorized as Ongoing Emergency Food Assistance, Occasional Emergency Food Assistance, Commodity Supplemental Food Program, or Post Disaster Food Services, depending on what the program specifically offers. Make sure to check the details for program eligibility and application procedure to find the right fit. Search Groceries/Food Pantries in Food Finder
Meals

People looking for prepared food or who are unable to prepare their own food can search the Meals category to find food resources. Due to COVID-19, services that offered group meal settings have transitioned to delivery or pick-up services.
Tip: Meal programs in the 211 LA database may be categorized as Soup Kitchens, Congregate Meals/Nutrition Sites, or Home Delivered Meals, depending on what the program specifically offers. Make sure to check the details for program eligibility and application procedure to find the right fit.
Senior Food Needs

Older adults with food needs have options to sign up for various meal and food support programs. Age, income, and other requirements may vary. Most senior congregate (group) meal sites have modified services to be delivery or pickup during the COVID-19 pandemic.
Tip: Senior food services in the 211 LA database may be categorized as Congregate Meal/Nutrition Sites, Home Delivered Meals, or Commodity Supplemental Food Program, depending on what the program specifically offers. Make sure to check the details for program eligibility and application procedure to find the right fit.
Search Senior Food Needs in Food Finder

Child/Youth Nutrition

Families struggling with food should look at signing up for food benefit programs including CalFresh, California's version of the Supplemental Nutrition Assistance Program (SNAP) and the for WIC, the Women, Infants and Children (WIC) food program. There are also summer food programs listed for school age children.
Tip: Child and youth nutrition programs in the 211 LA database may be listed as WIC, Food Stamps/SNAP Applications, Summer Food Service Programs, or Food Vouchers, depending on what the program specifics. School meals are managed by the individual school districts. Make sure to check the service details for program eligibility and application procedure to find the right fit. Search Child/Youth Nutrition in Food Finder
Food Finder Tool

211 LA has partnered with Slingshot Aerospace to create a mapping tool that makes locating food resources near you easier than ever. Add your location and filter by type of resource, then click to see detailed information about the resource and how to access it.

link: https://foodfinder.211la.org/

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Food benefit programs are available for people who are struggling financially to buy food, or who have medical or other needs. Families and individuals should look at signing up for , California's Supplemental Nutrition Assistance Program (SNAP), which provides a debit card for use at grocery stores, farmers markets, and some online stores and restaurants.

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If you are in immediate need of food assistance, please dial 2-1-1 from a phone and speak with someone about services available in your area (2-1-1 is a three-digit dialing code, similar to 4-1-1). Lines are open 24 hours a day. Most but not all areas provide 2-1-1 phone support.

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If you are in immediate need of food assistance, please dial 2-1-1 from a phone and speak with someone about services available in your area (2-1-1 is a three-digit dialing code, similar to 4-1-1). Lines are open 24 hours a day. Most but not all areas provide 2-1-1 phone support.

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Get money for food.
Official State of California CalFresh partner.
Apply now

Safe and secure

Aplica ahora
立刻申請

CalFresh

CalFresh is California's food stamps (SNAP) program.

CDSS

GetCalFresh is an authorized application assistance tool

Already started your application?

Were you affected by fires, power shut offs, or other disasters?

If you already get CalFresh benefits, you can request replacement benefits for food you lost here. If you don't already get CalFresh, learn more about Disaster CalFresh here.

What if I need help now?

If you need food now, you can find your local food bank.

How does it work?

What will I need?

You'll need to submit proof within 30 days of applying. In addition to these required documents, there may be other optional documents that could increase your benefit amount.

Benefit amounts have increased due to the pandemic.

Household size

Minimum benefit

1 person

$250

2 people

$450

3 people

$658

4 people

$835

5 people

$992

6 people

$1190

7 people

$1316

8 people

$1504

Each additional person

+$188

Benefit amounts are based on household size, income, and expenses. You might get benefits in two separate payments.

GetCalFresh works in every county in California

Alameda, Alpine, Amador, Butte, Calaveras, Colusa, Contra Costa, Del Norte, El Dorado, Fresno, Glenn, Humboldt, Imperial, Inyo, Kern, Kings, Lake, Lassen, Los Angeles, Madera, Marin, Mariposa, Mendocino, Merced, Modoc, Mono, Monterey, Napa, Nevada, Orange, Placer, Plumas, Riverside, Sacramento, San Benito, San Bernardino, San Diego, San Francisco, San Joaquin, San Luis Obispo, San Mateo, Santa Barbara, Santa Clara, Santa Cruz, Shasta, Sierra, Siskiyou, Solano, Sonoma, Stanislaus, Sutter, Tehama, Trinity, Tulare, Tuolumne, Ventura, Yolo, and Yuba

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Apply for California Food Stamps Online | GetCalFresh.org

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Official State of California CalFresh partner. Apply now Safe and secure Aplica ahora 立刻申請 CalFresh CalFresh is California's food stamps (SNAP) program. CDSS GetCalFresh is an authorized application assistance tool Already started your application? If you already get CalFresh benefits, you can request replacement benefits for food you lost here.

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Our mission is to end hunger in our communities by providing access to free nutritious food through food acquisition and distribution, and by engaging the community and advocating for a strong food assistance network.

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Our vision: No one goes hungry in Los Angeles.

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Call 211

If you are in immediate need of food assistance, please dial 2-1-1 from a phone and speak with someone about services available in your area (2-1-1 is a three-digit dialing code, similar to 4-1-1). Lines are open 24 hours a day. Most but not all areas provide 2-1-1 phone support.

Talk to a Food Bank

Reach out to your local food bank for a list of places you can get food in your area. Find your local food bank here.

Apply for CalFresh

CalFresh is a nutrition program that helps people buy food. If eligible, you will receive a debit card that can be used at most grocery stores. Learn more and apply online here. You can also contact your county CalFresh office by calling 1-877-847-3663.

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Find Food - California Association of Food Banks

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Call 211 If you are in immediate need of food assistance, please dial 2-1-1 from a phone and speak with someone about services available in your area (2-1-1 is a three-digit dialing code, similar to 4-1-1). Lines are open 24 hours a day. Most but not all areas provide 2-1-1...

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Did you know that having a morning routine can help you feel more energized, focused, and relaxed? By starting your day with a set of habits or activities that you enjoy, you can create a sense of structure and purpose that carries you through the rest of your day. Some of the benefits of a morning routine include boosting your productivity and creativity, reducing stress and anxiety, and improving your physical and mental health. So, whether it's by doing some yoga, meditating, journaling, swimming, or enjoying a cup of tea or coffee, make sure to carve out some time each morning to focus on yourself and set yourself up for success! 💪 #morningroutine #selfcare #TheRBAC

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rose bowl aquatics center - rose bowl aquatics center

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Rose Bowl Aquatics Center - Rose Bowl Aquatics Center

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Did you know that having a morning routine can help you feel more energized, focused, and relaxed? By starting your day with a set of habits or activities that you enjoy, you can create a sense of structure and purpose that carries you through the rest of your day.

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Did you know that having a morning routine can help you feel more energized, focused, and relaxed? By starting your day with a set of habits or activities that you enjoy, you can create a sense of structure and purpose that carries you through the rest of your day. Some of the benefits of a morning routine include boosting your productivity and creativity, reducing stress and anxiety, and improving your physical and mental health. So, whether it's by doing some yoga, meditating, journaling, swimming, or enjoying a cup of tea or coffee, make sure to carve out some time each morning to focus on yourself and set yourself up for success! 💪 #morningroutine #selfcare #TheRBAC

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rose bowl aquatics center - rose bowl aquatics center

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Rose Bowl Aquatics Center - Rose Bowl Aquatics Center

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Did you know that having a morning routine can help you feel more energized, focused, and relaxed? By starting your day with a set of habits or activities that you enjoy, you can create a sense of structure and purpose that carries you through the rest of your day.

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SafeSplash has a variety of locations with expert swim instruction. It is likely that the fastest growing swim school brand has a location near you!

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Below are some of the most commonly asked questions regarding our Special Needs Swimming Lessons. If you have any specific questions that are not answered here, contact us and we will be happy to answer them.

Which special needs are you trained to teach?

We offer semi-private and private special-needs swim lessons in Los Angeles for adults or children with special needs, English as a second language, and United States Service-Disabled Veterans. We are equipped to teach those with ADD & ADHD, amputation, anxiety, auditory processing disorders, Autism Spectrum (verbal/nonverbal), Cerebral Palsy, Down and CHARGE syndrome, Obesity, sensory integration issues, spina bifida, spinal cord injuries, and other disabilities.

Do you offer private swim lessons at my home pool?

One with the Water offers private lessons at your home. We do have a 45-minute minimum per lesson. Please choose the best package for you.

What does my child need for lessons?

A swimsuit and a towel is all that is needed. No flotation devices, flippers, masks, goggles, etc., are necessary. We can provide swim caps.

Should my child eat before the lesson?

Please, no food or drink at least ½ hour before a lesson. If your child does need to eat, it is best to eat without liquids-that way the food and nutrients are quickly absorbed.

Are the pools heated?

All of the pools we use are heated to a temperature of 82 - 86 degrees.

What days of the week are lessons available?

We teach every day of the week, and at public facilities depending on pool permit hours. We teach at several local pools year-round. We schedule the lessons around your calendar to meet your needs and help you reach your swimming goals.

How old does my child need to be to take lessons?

Parent and Me classes start at 4-months old, and most of our semi-private lessons are designed for children aged 18-months and up.

When and how do I pay?

Payment is due in full by the first day of class. Space is only reserved for those that have paid in advance unless you make prior payment arrangements. You may pay by cash, check or credit card. There are no refunds for cancellations or missed lessons.

How do you define Special Needs?

If your child requires any special accommodations that can only be provided in private lessons or by our Adaptive Sports Swim Team Coaches, then we can provide that, in accordance with Federal Law. Special accommodations are made for babies, all children under the age of 19, those who may have a fear of water, those unable to support themselves in the water, or any child that does not learn well in a traditional group class. Additionally, special accommodations are made for any unseen disabilities that can fall into any one (or more) of the following categories: Medical, Mental, or Psychological. In general, difficulties for individuals with special needs, struggle in areas of language (ESL), mobility, learning, and self-help. Some of the most common: ADD/ADHD, Anxiety (Social Anxiety, Separation Anxiety), Auditory Processing, Autism/Aspergers, Depression, Developmental Delays, Intellectual Disability, Sensory Processing, Language Disorder, Learning Disabilities, Obsessive Compulsive Disorder, Seizure Disorder, Emotional/Behavior Disorders (Oppositional Defiant Disorder, Disruptive, impulse-control, and conduct disorders, Intermittent Explosive Disorder), Neurological Disabilities, Physical Challenges, PTSD. This list is not inclusive. For further information on this, please read https://www.ada.gov/pubs/adastatute08.htm/.

What is the Coaching Philosophy at One with the Water?

At One with the Water, we teach swimming lessons using a Growth Mindset approach. This is a foundational pillar of our coaching philosophy. Pioneered by Dr. Carol Dweck, the Growth Mindset is predicated on the simple belief that while everyone's starting point may differ, our most basic abilities can grow and develop with consistent hard work and dedication. As authority figures, the messages we send to students and clients about success can often cause them to fall into the fixed mindset, as their success breeds a fear of failure. If success means they are smart/talented/brilliant/athletic, then failure means they are the opposite of all those things. At One with the Water, we praise our clients based on the growth processes used to perform - practice, study, effort, consistency, and persistence - and connect it to the outcomes, successful or not. And we are always developing new strategies and approaches. Because everyone is different. Because everyone learns in a different way.

What is your cancellation policy?

To help us fulfill our scheduling obligations, please be aware of the following cancellation policy. As a common courtesy, we ask that all cancellations be communicated via email or by calling the Swim Line at +1-323-364-SWIM (7946). Please make every effort to attend all lessons. Pool space, insurance & instructors are booked 1 month in advance. Refunds are not issued for missed lessons. We can convert missed lessons into a tax-deductible donation.

If you cancel your registration more than 30 days before your lessons begin, you will receive a full refund minus a $25 processing fee, issued as a refund to your credit card unless you paid by check. If you cancel within 30 days before your lessons begin, we are unable to provide a refund but will work with you to schedule another session or convert your payment into a tax-deductible donation.

For the monthly membership fee, you are guaranteed either 4, 8, or 12 lessons, depending on the package in which you enrolled. For months with additional days, when 5 Saturdays, Sundays, or Mondays, etc. occur, the rate will remain the same. When a pool closure occurs and there are only 3 or 7 lessons, you will receive a credit to use in the upcoming month. Refunds will not be issued.

Cancellation by One with the Water® - On the rare occasion that One with the Water® cancels a lesson, due to circumstances beyond our control (emergency pool closure, contamination, severe weather-we swim in the rain, swim meet, etc.), you will be entitled to a makeup lesson. We may substitute an instructor if necessary to avoid cancellation on our part.

What are your prices?

We have semi-private and private lesson packages and plans to best fit your needs. Please visit our scheduling page for more information.

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Special Needs Swimming Lessons LA - One with the Water

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Below are some of the most commonly asked questions regarding our Special Needs Swimming Lessons. If you have any specific questions that are not answered here, contact us and we will be happy to answer them. Which special needs are you trained to teach?

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Financial Assistance & Subsidized Child Care | LA & Santa Monica, CA

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We have a variety of information about the many paths to access financial assistance and subsidized child care. Please scroll for a summary of available low-cost and no-cost programs in our region.

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The YMCA has always focused on meeting the social, emotional and academic needs of our young learners so they can grow into the changemakers of tomorrow—and today is no different.

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The California Work Opportunity and Responsibility to Kids (CalWORKs) Child Care Program is managed by the California Department of Social Services in three stages for children through age 12 or children up to age 21 with an exceptional need or severely disabled. If you are receiving CalWORKs cash…

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With convenient classes developed under the guidance of, and reviewed by the Red Cross Scientific Advisory Council, our Los Angeles babysitting classes deliver the latest information and best practices to help you succeed. Plus, with the option to become certified in First Aid, CPR and AED usage you can gain even more skills and build your resume.

In Los Angeles babysitter training from the American Red Cross is available online and in person - depending on the class you choose. However, regardless of the type of course you select, you'll still receive world-class instruction and the latest information. All of our classes are developed under the guidance of, and reviewed by, the Red Cross Scientific Advisory Council, which works to ensure that our students receive instruction that's both up to date and in line with best practices. All classes, once successfully completed, result in a printable certificate that you can share with your employers.

The Red Cross Babysitting Basics class can prepare you for your first babysitting job - or help you develop the skills needed to improve the good work that you already do. With a focus on caring for infants and children, choosing age-appropriate activities, child behavior and more, this Los Angeles babysitter certification class is an excellent way to start, or build, your babysitting business.

Building on what you learned in our Babysitter's Basics class, our Babysitter's Training course can help you provide confident, capable care to infants and kids ages 10 and younger. Throughout the course you'll learn leadership skills, how to develop a babysitting business, get expert advice on keeping yourself and others safe, get tips on how to help children behave, and learn about basic child care and basic first aid. After successfully completing Babysitter Training in Los Angeles you'll receive a printable certificate that you can share with potential employers.

Whether you choose our Babysitting Basics, Babysitter's Training or Advanced Child Care classes, you'll learn important tactics, strategies and skills designed to help you provide the best quality care for the children in your charge. Each class covers a range of important topics in varying depth (based on the experience level of its students). These include: basic child care for infants and children, basic first aid, child behavior, choosing age-appropriate activities, emergency protocols, professionalism, and leadership. As you progress through each level of our Los Angeles babysitting classes, you'll become more capable and confident in your skills, and find new ways to grow your business.

As the nation's leader in babysitting classes and child care training, the Red Cross can prepare you to provide the quality care that parents want for their children. In fact, 8 out of 10 parents surveyed said they would pay more for the services of a trained, Red Cross-certified babysitter. In order to receive the certification that families look for in a sitter, you must successfully complete our online or in-person Los Angeles babysitting classes. With three levels of training available, as well as a range of courses that can complement your skills, the Red Cross can help you become a capable, confident, and popular babysitter.

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Babysitting Classes & Certification in Los Angeles, CA | Red Cross

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Become a certified babysitter in Los Angeles with Red Cross Babysitting Classes that will help you provide safe, high-quality child care.

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Mind the Gap is a collective impact initiative to address America's silent health crisis: untreated and unaddressed perinatal mental health disorders. Through policy, practice, and partnerships, we are advancing the first national, Strategic Roadmap to ensure perinatal mental health is a priority.

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Postpartum Support International is dedicated to helping families suffering from postpartum depression, anxiety, and distress.

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If you are concerned about waiting in an office, let your local WIC office know. WIC locations have procedures to help you get WIC benefits as quickly as possible as some locations may be closed to the public. Please call for information before visiting.

To find your local WIC office: Clinic Search
If your income has changed recently, you may now qualify for WIC.
Call our Participant Support Line: (800) 852-5770

For more information, please visit our COVID-19 Information for WIC Families web page.

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My Family - California Women, Infants & Children Program

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If you are concerned about waiting in an office, let your local WIC office know. WIC locations have procedures to help you get WIC benefits as quickly as possible as some locations may be closed to the public. Please call for information before visiting.

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WIC Office & Grocer Locations - California Women, Infants & Children Program

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There is a recall of some lot numbers of Similac, Similac PM 60/40, Alimentum and EleCare powdered formulas. Check the lot number on the bottom of your formula and click here to see if your formula needs to be returned. If you have recalled formula, do NOT u…

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Set up an appointment to visit a WIC Center near you today! 

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Set up an appointment to visit a WIC Center near you today! 

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There is a recall of some lot numbers of Similac, Similac PM 60/40, Alimentum and EleCare powdered formulas. Check the lot number on the bottom of your formula and click here to see if your formula needs to be returned. If you have recalled formula, do NOT use it. Return it to the store or call the manufacturer at 800-986-8540 for replacement. Find out more about the recall at www.similacrecall.com.

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How Can I Get WIC? - California Women, Infants & Children Program

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There is a recall of some lot numbers of Similac, Similac PM 60/40, Alimentum and EleCare powdered formulas. Check the lot number on the bottom of your formula and click here to see if your formula needs to be returned. If you have recalled formula, do NOT use it.

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Great Beginning Transition Conference - Final ppt

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Great Beginnings Transition Conference Important Links