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Westside Regional Center - Culver City, CA

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It is Westside Regional Center's mission to empower people with developmental disabilities and their families to choose and access community services that facilitate a quality of life comparable to persons without disabilities.

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Challenging Conversations About Race and Racism

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Diversity, Equity, and Inclusion Resources for Classrooms | Common Sense Education

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Diversity, Equity, and Inclusion Resources for Classrooms is a list of 36 apps, games, and websites curated by Common Sense Education editors.

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A Parent's Guide to Special Education Services 

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Center for Parent Information and Resources

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10 Basic Steps in Special Education - Center for Parent Information and Resources

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When a child is having trouble in school, it’s important to find out why. The child may have a disability. By law, schools must provide special help to eligible children with disabilities. This help is called special education and related services. There’s a lot to know about the process by which children are identified as having a disability and in need of special education and related services. This section of CPIR’s website is devoted to helping you learn about that process. This brief overview is an excellent place to start. Here, we’ve distilled the process into 10 basic steps. Once you have the big picture of the process, it’s easier to understand the many details under each step. We’ve indicated throughout this overview where, on our site, you can connect with that more detailed information.

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Fostering Healthy Social Emotional Development

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If you are a parent, foster parent, guardian, or a person who holds education rights for a school-age child who is struggling in school, this information is for you. There are many reasons why a child may do poorly in school or not want to attend school regularly, including behavioral or emotional issues, language issues, medical problems, or learning disabilities. In addition, students who are in foster care may have experienced trauma that affects their ability to focus on school or leads to some of these behaviors and issues.
It is important to ask for help if your child:

Has difficulty reading, writing, or doing math;

Has a hard time sitting still, concentrating, and following directions;

Has problems with speaking or pronunciation;

Often forgets where things are;

Loses track of time;

Has difficulty understanding concepts such as up and down, left and right, or front and back;

Has problems with motor skills such as holding a pencil;

Has trouble with personal routines for daily living; or

Seems withdrawn or has trouble making friends.

The information on these pages describes the process for identifying the need for special education and the services and supports the school can provide if your child is found eligible to receive them.

Qualifying for special education services

Both state and federal law list specific disabilities that may qualify a student to receive special education services. These disabilities include:

intellectual disability

hearing impairment, including deafness

speech or language impairment

visual impairment, including blindness

emotional disturbance

orthopedic impairment

other health impairment

specific learning disabilities

autism

traumatic brain injury

If your child has one of these disabilities and the disability is interfering with his or her access to a basic level of education, your child should qualify for special education.

Although your child's school has a legal responsibility to identify students who are eligible for special education services, school personnel may not discover that your child needs help. If you suspect that your child has a disability that entitles him or her to special education, it is critical that you request an assessment.

Early identification of special education needs

Not all disabilities are easy to recognize. Learning disabilities, in particular, may be difficult to identify, especially since children with learning disabilities often have average or above -average intelligence. Yet intelligence alone is not enough to guarantee success in school. Without special services, children with learning disabilities may have difficulty learning and may become frustrated and choose to skip class or even drop out of school.

Read the Assessments and Eligibility section to find out how eligibility for special education is decided.

Note: If your child is under the age of 3 and has a disability, he or she may be eligible for services from a Regional Center through California's Early Start program. To learn more, visit the website of the Department of Developmental Services.

Services if your child is eligible for special education

Special education gives instruction and supports that are specially designed to meet the unique needs of a child whose disability affects his or her educational performance or ability to learn in a regular classroom. These special services are provided at no cost because state and federal law requires that all children in public schools who are eligible for special education receive a free and appropriate public education.

A child who is found eligible for special education may receive a variety of services, including speech and language therapy, psychological services, physical and occupational therapy, and counseling services. The child may also receive transportation and other supports needed to access and benefit from his or her education.

Read the Assessments and Eligibility section, or click to learn about the services offered if eligible.

Where are the services provided?

According to both state and federal law, children with disabilities must receive their education in the least restrictive environment. This means that your child must receive instruction with nondisabled peers to the maximum extent appropriate.

If, however, your child's disability is so severe that education in a general education classroom is not possible, even with support, your child should receive services in a more specialized environment. The school district must offer a range of placements for children, including:

Instruction in the general education classroom (modified with appropriate supports);

Resource specialist services (often called "pull-out" services because a child is usually "pulled out" of the classroom to receive them);

Instruction in special classrooms and centers;

Instruction in special schools for the visually impaired or for students who are deaf or hard of hearing;

Home instruction;

Placement and instruction in a residential facility such as a hospital or other institution; and

Placement in an appropriate nonsectarian, nonpublic school.

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If you are a parent, foster parent, guardian, or a person who holds education rights for a school-age child who is struggling in school, this information is for you. There are many reasons why a child may do poorly in school or not want to attend school regularly, including behavioral or emotional issues, language issues, medical problems, or learning disabilities.

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California's Programs and Services

First 5 California connects families to the services and support they need to give their children a healthier tomorrow. For more information about resources available in your community from First 5 California, visit your local First 5 county commission or browse other resources below.

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First 5 California's Programs and Services to Support Families

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California's Programs and Services First 5 California connects families to the services and support they need to give their children a healthier tomorrow. For more information about resources available in your community from First 5 California, visit your local First 5 county commission or browse other resources below.

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As children, many of us recall being shushed or scolded by adults whenever we pointed out people's differences such as skin and hair color. Or, we may recall a teacher abruptly ending the conversation when a question regarding race or racism was brought up in the classroom. From these interactions, we likely learned that talking about race was wrong. When teachers and parents avoid talking about the questions and concerns kids have around race and racism, it can further perpetuate misunderstandings, biases, and racial injustice.

Engage in open, honest discussions about race and racism.
As trusted educators, caregivers, and parents, we need to engage in open and honest conversations with children about race and racism. To begin, we must fully understand our country's legacy of slavery and how systemic racism maintains and feeds racial inequity in the United States. For white teachers and parents especially, this might evoke some anxiety. Much of this initial anxiety can be managed by examining your own understanding of race by reading books about race and racism, talking with and listening to experts, watching documentaries, and learning how (and committing) to address anti-racist policies and actions within your own community.

Getting comfortable with the uncomfortable.
I find that many parents and teachers are worried about saying the "wrong" thing or not having the "right" answers. This is common. The first step in getting comfortable with the uncomfortable is to increase your own knowledge. By learning more, you'll be better prepared to raise and teach socially conscious and conscientious kids.

Children are observant and complex thinkers. They look to people around them including parents, teachers, and other children, to make sense of who they are and learn how people who look and don't look like them are treated. Research shows children as young as two can begin to articulate ideas about racial differences and develop judgments on what those differences might mean.

Encouraging the conversation at a very young age.
From as early as three years old, many children begin to verbalize what they notice about differences including skin color, hair, visible disabilities, and gender. Children also want to talk to you about what they notice! As any parent knows, these observations or questions come up at the most inconvenient and unexpected times - while you are busy getting ready for work, while riding the bus within earshot of many other people, or while waiting in line at the grocery store.

It is important to acknowledge a child's questions and observations, even if you don't have the answers or feel uncomfortable. Some back pocket responses are: "I'm so glad you brought this up, let's talk more about it when we can sit down together," "I love that you are curious about this and I don't have all the answers right now, but we can learn together." and "Hmm.. that's a good observation. I wonder where you came up with that idea. Let's explore."

Social awareness and empathy are learned behaviors.
When we keep the conversation going, we let our children know their observations about the world are important. It helps them develop social awareness and empathy. It helps reaffirm that it is ok to notice differences and to be curious about others. The discussions they have with the trusting adults in their lives are the most influential in shaping how they see themselves and others.

The PBS Let's Talk Series
I recently hosted a PBS Utah show called Let's Talk in which I interviewed 14 parents on their own experiences with race and racism, some of whom are teachers, as well as an elementary school counselor. In each episode, we talk about how they navigate conversations around race and racism with their children. Each episode reveals the triumphs they've experienced, lessons they've learned, vulnerabilities they've felt as well as some of their best tools. To watch each of these interviews visit Let's Talk at PBSUtah.org/letstalk.

Based on these conversations and my own experience as a mother and educator, here are 10 Tips to help you on this journey.

1. Examine your own understanding of race.
If race wasn't discussed in your household growing up, do some research on your own and reflect on what it brings up for you. The more you understand what race means and how it permeates our society, the better equipped you are to teach your children about it. For a list of adult and children's books visit Let's Talkbook list resource page!

2. Become comfortable with terminology and familiar with how certain concepts are used.
For example, race and culture are not synonymous. It's important to be explicit and provide children with accurate terms so they can learn how to apply them.

3. When your child brings up a topic related to race, don't be afraid to keep the conversation going.
This lets children know it is okay to talk about what they notice. Instead of telling kids to keep quiet, refrain from using particular words or make specific observations out loud, talk to them. Ask them what they noticed and discuss it.

4. Find opportunities to ask questions.
For example, when reading a book to or with your child, ask them why someone is being treated a certain way? Is it because of their gender or skin color? Let this lead into a rich conversation.

5. Let children take the lead.
While I recommend that parents intentionally initiate conversations about race and racism, children will often bring up these thoughts on their own too. It's important to spend time on what they've noticed. Validate their questions or observations ("that's such a great observation...") and then move into a discussion. Statements and questions such as, "I'd love to hear more about that," "That's really interesting, what made you think of this?" or "How did that make you feel when that happened?" are helpful ways to deepen your conversations.

6. Involve your children in activities to help them learn about their own cultural, racial and ethnic backgrounds.
This will help them develop a greater sense of who they are, which will then enable them to create more positive interactions across various racial-ethnic groups.

7. Help your children to think critically. It is common for children to focus on concrete and visible features to describe others, such as skin color or assumed gender. Challenge them to think about other important personal dimensions. For example, if your child refers to a friend as "my white friend" or "my brown friend," ask them to tell you more about their friend (e.g., "What does your friend like to do?" and "What kinds of things do you play together?").

8. Recognize your child's limits and know when to stop.
Depending on age and attention spans, conversations with children about these topics may only last a minute or two.

9. Initiate a book club or conversation group with other parents who are interested in learning how to talk with their children about race.
Sharing challenges you encounter will normalize the difficulty in talking about socially charged topics.

10. It's OK to make mistakes!
Many parents did not grow up discussing race or racism, so there is quite a steep learning curve. You will stumble over your words and may share wrong information. Let your child know you are still figuring out how to talk about these important topics too, that learning is a life long process which you are committed to and that you are so happy you get to have these conversations together.

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10 tips on talking to kids about race and racism

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10 Tips on Talking to Kids About Race and Racism | PBS Education

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Your source for teaching inspiration, blogs, and online professional events.

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Exploring Implicit Bias In Early Childhood Education

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This page highlights relevant policy and social issues affecting disabled parents as well as the availability of needed treatment and services.

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Key Takeaways

Parenting is a tough yet rewarding job. And, raising a child who has disabilities can make the job even tougher. Those parents and caregivers can deal with feeling frustrated, lonely, and overwhelmed.

By offering these parents the support and encouragement they need, they can feel less alone. July is Disability Pride Month and provides an opportunity to highlight the strength and determination these parents possess and offer resources that can lend support.

Some of the Challenges

Being the caregiver of a child with disabilities has its own unique sets of challenges that other parents don't always understand. For instance, parents may battle anxiety as they try to handle the flurry of doctor and therapy appointments for their child, along with running a household and potentially working a job outside the home.

"Raising a disabled child can feel like running a marathon where the finish line is constantly being moved further away from you. And no one is cheering for you and no one seems to get what's so hard for you. And so, these parents wind up feeling isolated, exhausted, and overwhelmed just by day-to-day life," states Rose Reif, MS, LCMHC, certified rehabilitation counselor, and board-certified to provide telemental health.

These parents also may battle guilt, thinking they should be doing more for their child or even blaming themselves for the situation. They may even deal with depression and anger, overwhelmed by their situation and the fact that it goes on 24 hours a day.

Rose Reif, MS, LCMHC

"Parents raising disabled kids are constantly vigilant; listening in the other room to make sure there's no meltdown. Scanning the playground to ensure no one is approaching to say something unkind while their child is within earshot," Reif explains.

They also are always on high alert and trying to prepare for the unexpected. For instance, they may always be watching for signs of a seizure or leaving yet another social event because the babysitter texted that they need to come home.

"Parents raising kids with disabilities are constantly 'on,' and every other challenge they face is made exponentially harder because they can never be 'off,'" Reif explains.

Finances also can be a major source of worry. Experts note that constant haggling with insurance companies, mounting bills, and exorbitant medical costs for critical care can devastate parents.

Relational Concerns

Every parent wants their child to be happy. And when a parent sees their child being rejected, it hurts. That pain can be magnified for parents of disabled children, whose kids may not get birthday party invites or receive an invitation to join a study group.

Their children may struggle with doubt and self-esteem issues, putting the caregiver in the place of trying to emotionally support their child and themselves. Caring for a child with disabilities can also wreak havoc on relationships in the household.

"There is a very high risk of divorce due to extra stress; 50% of typical marriages end in divorce; the rate is much higher when a child has a disability," notes Mary Keen, MD, pediatric physiatrist at Marianjoy Rehabilitation Hospital, a part of Northwestern Medicine.

What Kind of Support is Needed?

All parents need a break from time to time. That need is magnified in parents of children with disabilities.

For instance, they need physical support. Parents may be physically lifting or assisting their children on a day-to-day basis. An opportunity to be free of those duties would be a welcome respite.

They also need mental and emotional support. The wear and tear of "decision fatigue" and trying to care for others with relatively no time for yourself, can leave these parents completely spent.

With their focus on their children, these parents need resources that will give them the support and assistance that they desperately need.

From Facebook groups to respite care programs, resources are available to help parents of children with disabilities. There are national programs, and there may be local options available in local communities.

Searching online, getting advice from doctors and therapists, and consulting other parents are great places to start to gather information.

Fran Pollock Prezant, MEd, CCC-SLP

Here are a few organizations that may be beneficial:

Talking with a counselor, finding a support group, and leaning on friends and family can also help to ease the burden these parents carry.

"They can find strength in alliances with other parents and also realize they have more information-and control-than they think," states disability specialist and researcher Fran Pollock Prezant, MEd, CCC-SLP.

Prezant, one of the authors of " Married with Special Needs Children" and other books that help children with disabilities, notes that when parents receive support and encouragement, it helps the outlook for parent and child alike.

"It is important to try to find the child's strengths and potential and build on it. Most children with disabilities can grow up to finish school, some go on to jobs and/or college programs and enter the workforce," she notes.

How You Can Help

While you may not be a parent of a child with a disability, there are ways you can be helpful and supportive. If you see a parent out there who is struggling, you can help by holding the door for them or offering to carry items.

You can include children with disabilities when coordinating parties or scheduling playdates. They are normal children with normal feelings who want to have normal fun.

Offering to perform duties for parents who are stretched thin also can be a big help. Something as simple as bringing them a cooked meal or offering to cut the lawn can provide them a few precious moments of respite. Your selfless giving can be just the support they need.

"Gifts of time are so often appreciated; I suggest friends and family ask what would be most helpful," Dr. Keen concludes.

What This Means For You

By LaKeisha Fleming
LaKeisha Fleming is a prolific writer with over 20 years of experience writing for a variety of formats, from film and television scripts, to magazines articles and digital content. She has written for CNN, Tyler Perry Studios, Motherly, Atlanta Parent Magazine, Fayette Woman Magazine, and numerous others. She is passionate about parenting and family, as well as destigmatizing mental health issues. Her book, There Is No Heartbeat: From Miscarriage to Depression to Hope, is authentic, transparent, and providing hope to many.Visit her website at www.lakeishafleming.com.

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Support for Parenting a Child With Disabilities

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Parenting a child with disabilities is hard. Help and resources are available.

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You Play a Vital Role in Your Child's Developmental Health

We all want what's best for our children. You're not alone. HMG LA is here for you to help your child thrive. Help Me Grow LA connects all families to free or low-cost programs to help your child's development. HMG LA also provides resources, tips and tools to help you support your child's developmental milestones and skills.

Social and Emotional Development Matters

Social and emotional health is one area of child development. It includes how a child responds to situations and people (temperament); the bond with a caregiver (attachment); getting along with others (social skills); and coping with their emotions (emotion regulation). As babies and children grow, their ability to form secure relationships, explore environments, and express emotions also develop. Below are a few things you can do to help your child thrive during their first 5 years of life.

Ages 0 - 1:

From birth, infants gaze at caregivers and bond with them. Hold your newborn skin-to-skin; and be sure to speak and sing to him often.

By 4 months, most babies smile, respond to people and may even try to copy others' expressions. Encourage your baby by smiling and playing "funny faces," looking in a mirror together, and reading to him.

By 6 to 9 months, most babies recognize familiar faces. They love playing with their parents and may become clingy around strangers. If you need to leave, offer calm reassurance that you will return. This will help them feel loved and secure.

By age 1, most babies respond to others' emotions, have a favorite toy or activity and seek attention through sounds or actions. Help your 1-year-old's skills by playing "peek-a-boo," and back-and-forth sharing games. Positively responding, such as reading a favorite book when she hands it to you, helps her know she matters.

Ages 1 - 3:

By 18 months, most children express a range of emotions, and may begin to have temper tantrums. Empathize and validate feelings and teach your child words to help express themselves: "I know you feel mad because you can't have any more cookies." Teach better ways to respond to angry feelings, such as taking a deep breath and using words.

Your child's tantrums can be stressful for you, too. After acknowledging feelings, step away for a moment, letting your child know he can come to you when he is ready. This gives you both a chance to calm down, teaches them it is okay to express strong feelings, and shows you are available if they need you.

At 2 to 3, most children also show affection and concern for other people in and outside of the family, play simple pretend games, and begin to enjoy playing with other children. Build self-esteem by praising specific, desired behavior like following instructions, being cooperative, and expressing feelings with words when upset.

At 3, begin to set up short, supervised play dates-a couple of hours or less-to encourage your child's socialization and connect with other parents yourself.

Ages 4 - 5:

At ages 4 and 5, most children can talk about what they like (and what they don't), enjoy trying new things, can play cooperatively, may imitate and/or want to be like friends and can follow rules. Play dates or get-togethers with other families continue to build social and emotional skills and prepares them for being positive and open to new relationships as they enter preschool and kindergarten.

Preschoolers are both cooperative and defiant at home. Offer choices and praise mastery of tasks and exercising increasing self-control. Help them manage behavior by setting clear, consistent boundaries and rules and stating your expectations. Give frequent hugs!

It is important to remember that developing children are taking in tremendous amounts of information, learning skills, and experiencing new challenges. Preschool-aged children are being exposed to new people and situations. There will be missteps and disappointments. Caring adults can help children cope with bad experiences and build resilience.

Adverse Childhood Experiences (ACEs) and Toxic Stress

Stress can be caused by different things. Some stress comes from positive experiences, like starting school or moving to a new home. Some experiences that cause stress are not positive, like physical abuse or being in the hospital. Stress that isn't positive can either be tolerable or toxic. Tolerable stress doesn't delay development in children and may even help it. Toxic stress, on the other hand, can delay development and affect a person's health all their life.

Whether stress is toxic or not depends on several things: the amount, how long it lasts, and how a person reacts to it. Some things like abuse, neglect, or challenges in the home (for example, divorce, neglect,or drug use by a parent) can cause toxic stress. These things are called Adverse Childhood Experiences (ACEs).It is possible for a child to experience tolerable stress instead of toxic stress. Having a strong relationship with a reliable adult can help make stress tolerable instead of toxic.

Things like abuse and neglect can make it harder for your child to grow and develop in a healthy way. Some children that are exposed to toxic stress may take longer to develop both socially and emotionally. Children who are delayed in their social and emotional development may have difficulty later in life. Like other illnesses, social and emotional delays may be prevented or helped with care and support from trained professionals. If your child has lost the skills they once had, or if you think there could be problems with how they behave with caregivers or other children, it's always okay to talk to your health care provider or your child's pediatrician. Below are a few resources you can use to learn more about your child's social and emotional health:
For more information about these services and programs visit:
RESOURCES PAGE

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Help Me Grow | Social and Emotional Health

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We all want what's best for our children. You're not alone. HMG LA is here for you to help your child thrive. Help Me Grow LA connects all families to free or low-cost programs to help your child's development. HMG LA also provides resources, tips and tools to help you support your child's developmental milestones and skills.

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Eligibility for Services

Statewide network of Family Resource Centers, including an interactive map to help locate offices in your community.

Disability Rights California is a nonprofit legal services organization that helps families of people with disabilities with information and advocacy. Learn tips from DRC to help you and your family advocate to healthcare and other services.Learn information about the rules for private insurance for Early Start services.

Search for a family resource center through the Early Start Family Resource Center Network of Los Angeles County.

Provides help with health care insurance enrollment, troubleshooting, and utilization. If you need help accessing health care, contact a CHOI partner in your area.

Learn about developmental disabilities, who is eligible for regional center services, and how to show the regional center your child is eligible for services.

Prepare for a regional center eligibility hearing for children age three and older who have been denied regional center eligibility.

The Resource and Referral Agency provides assistance at no cost to help parents find childcare that best fits the family's needs. This may include referrals to Head Start and/or Early Head Start, if family meets income eligibility requirements or child has an IFSP or IEP.

Team of Advocates for Special Kids (TASK) is a nonprofit organization that provides special education support for people with disabilities from birth to age 26 and their families. TASK supports all disabilities. The TASK Parent Training and Information (PTI) Center, funded through the US Department of Education, Office of Special Education, is the largest in southern California. Los Angeles County is one of the six southern California counties served.

Early Start Baby Line: 800-515-BABY (2229)

This phone line is staffed by people who work for the state Early Start program; they can help trouble-shoot if parents are having difficulty with enrollment in Early Start services for a child age 0 - 3 with developmental concerns.

These parent-led organizations provide training, information, and advocacy support to families regarding special education.

This is a program of Disability Rights California that focuses on legal rights related to Regional Center services. They provide information and legal assistance. Each Regional Center has a Clients' Rights Advocate to help families get the services their child has a right to.

This is a parent-run organization that supports families who have a child with autism or other developmental disabilities.

This organization provides legal assistance regarding special education.

This organization provides information and training to Latino families on how to obtain services for all persons with disabilities. In addition, training is provided to professionals who work with these families.

This organization provides support, information, and guidance for families, who have a relative who has been diagnosed with any type of developmental disability, and to unify them through special events and counseling services.

This organization provides culturally and linguistically relevant services to empower monolingual and bilingual Chinese American families/caretakers with special needs individuals through advocacy, community education, resources and social network support, and to improve the quality of life of special needs individuals.

This organization provides assistance to the parents and families of children with special needs in the Japanese-speaking community. Primary among the activities is the exchange of information regarding available services and programs through regularly scheduled meetings, seminars, e-mails and newsletters. Through related groups, JSPACC has access to a variety of professional speakers, consultants and referral information.

This organization is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families, through advocacy and support; increasing understanding and acceptance of people with autism; and advancing research into causes and better interventions for autism spectrum disorder and related conditions.

This organization provides support to individuals and families affected by Autism Spectrum Disorder (ASD); to empower them in self-advocacy by way of education, camaraderie and support; and to educate the Armenian Community for a full and meaningful integration of all individuals.

This organization helps to create pathways for teens and adults with autism so that they can develop meaningful relationship, secure desired employment, and find affordable housing while being as self-sufficient as possible.

This organization enhances the quality of life of individuals with Down syndrome by fostering family engagement, encouraging connections, and providing information while promoting inclusion, acceptance and awareness of individuals with Down syndrome.

This organization promotes public awareness of Fragile X Syndrome with special emphasis on educators and health professionals; provide a forum for families and children with Fragile X to meet and share their ideas, concerns and problems; and support scientific research on Fragile X Syndrome.

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Help Me Grow | LA - Eligibility Services

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Eligibility for Services Statewide network of Family Resource Centers, including an interactive map to help locate offices in your community. Disability Rights California is a nonprofit legal services organization that helps families of people with disabilities with information and advocacy.

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Maternal Health Resources:

Learn about maternal depression and where to find help for mental health concerns during pregnancy and after the baby is born (post-partum period).

Improves the health of low-income women and families through advocacy, training, education, and direct services.

The Maternal, Child, and Adolescent Health (MCAH) Programs is a division of the Department of Public Health in Los Angeles County. It is responsible for the planning, implementing and evaluating of services that address the health priorities and primary needs of infants, mothers, fathers, children and adolescents, and their families in Los Angeles County through ongoing assessment, policy development and quality assurance.

Mental Health Services Provides mental health services for children birth to 5 and their families. Birth to 5 liaisons at the Los Angeles County Department of Mental Health answer questions about mental health concerns and available services and programs, and help families by making referrals and connections.

Domestic Violence and Child Neglect:

Domestic Violence Resources are available to anyone in need. Use the link to access support services or call the LA County Domestic Violence Hotline at (800) 978-3600.

Reaching Out: Intimate Partner Violence Resource, Information, Safety booklet includes hotline information and guidance for those in need of help with intimate partner (domestic) violence.

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. Support is available in English, Spanish, and American Sign Language.

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Help Me Grow | LA - Home Visiting and Family Support

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Maternal Health Resources: Learn about maternal depression and where to find help for mental health concerns during pregnancy and after the baby is born (post-partum period). Improves the health of low-income women and families through advocacy, training, education, and direct services.

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Transition to Adulthood–Resources and Links

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Matrix Parent Network & Resource Center is a 501(c)(3) non-profit organization. Matrix does not recommend or endorse any treatment, philosophy, or program; nor do we lobby or campaign. We encourage you to obtain information from a variety of sources before considering any course of action.

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This Web page offers resources and guidelines for assisting educators, parents, and agency partners to improve compliance with state and federal laws and regulations pertaining to transition age youth and improve post-high school outcomes. These resources supplement the California Transition Alliance's document, Transition Planning: The Basics. Resources are organized into five categories: Employment, Education and Training, Independent Living, Compliance, and the Guideposts for Success document.
Transition Planning: The Basics (PDF; 54MB)
Employment
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in the area of employment.

Education and Training
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in education and/or training.

Independent Living
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in independent living.

Compliance
Resources and guidelines for educators, parents and agencies that will assist transition age youth develop transition plans that comply with the Individuals with Disabilities Education Act (IDEA).

Guideposts for Success
A document developed by the Office of Disability Employment Policy (ODEP) that identifies key educational and career development interventions.

Employment First Policy
Resources and guidelines for educators, parents, and agencies that will assist transition age youth develop postsecondary goals that lead to competitive, integrated employment (CIE).

Questions: Programs and Partnerships Unit | 916-327-0878

Last Reviewed: Wednesday, March 22, 2023

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Resources and guidelines to assist youth with disabilities as they transition from school to adult life, including education and training, employment and independent living.

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This is the first blog in a series of three blogs in October from the National Technical Assistance Center on Transition (NTACT) to honor National Disability Employment Awareness Month. In this series, NTACT will share resources and success stories of NTACT-supported agencies and providers and individuals whom the agencies and providers assist.

The National Technical Assistance Center on Transition ( NTACT) assists state and local education agencies, state vocational rehabilitation (VR) agencies and VR service providers in implementing evidence-based and promising practices to help ensure students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

NTACT, funded by the U.S. Department of Education's Office of Special Education Programs ( OSEP) and the Rehabilitation Services Administration ( RSA), identifies effective practices to improve employment preparation and employment outcomes for students with disabilities.

In celebration of National Disability Employment Awareness Month, NTACT wants to remind the field of some resources available on its website that focus on preparing students for successful careers after high school and college.

Guide to Developing School-Community-Business Partnerships
Guidance for various audiences including families, community organizations, employers, schools, and agencies to develop and sustain partnerships focused on employment preparation and success for young people with disabilities.

Competitive Integrated Employment Toolkit A compilation of resources, focused on achieving competitive integrated employment and meaningful careers.

Predictors of Post-School Success
Links to descriptions of researched factors and attributes and skills correlated with post-school success in employment and other post-school outcomes.

School to Work Timeline
Timeline to consider for planning career development activities with students.

Wow! Success Stories
A collection of video resources for students, families, and other stakeholders, featuring individuals with disabilities experiencing successful employment and other adult outcomes.

Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

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Transition Resources Help Agencies and Service Providers Support Youth with Disabilities

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This is the first blog in a series of three blogs in October from the National Technical Assistance Center on Transition (NTACT) to honor National Disability Employment Awareness Month. In this series, NTACT will share resources and success stories of NTACT-supported agencies and providers and individuals whom the agencies and providers assist.

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Unconscious Bias: An Educator's Self-Assessment

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Providing a high-quality special education experience for each child invovles a team effort, and parent participation is central to meeting student needs and IEP goals. Collaboration with parents through SELPA is facilitated through the Community Advisory Committee (CAC). These CACs are a vital component of effective special education programs in California. They are commissioned by law and are a reflection of the communities they serve. CACs are composed of parents, educators, pupils and adults with disabilities, representatives of public and private agencies, and persons concerned with the needs of individuals with disabilities. They are appointed by their governing boards in accordance with locally determined selection procedures described in the SELPA Local Plan.

Community Advisory Committees have specific and important roles and responsibilities which are reviewed in detail in the California SELPA Community Advisory Committee Guide, 5th Edition, 2022. Every Special Education Local Plan Area (SELPA) is required to establish a CAC. Across California, many CACs are vibrant, creative bodies that assist in advising local governing boards about the Local Plan, annual priorities, parent education, and other specified Special Education related activities.

CACs are designed to be a dynamic collaborative partnership of educators, parents, and community members. The active participation of the membership of each CAC meets the mandate of informed parent-community involvement between those who provide Special Education programs and services and those who receive Special Education programs and services.

For additional information about your SELPA Community Advisory Committee, ask your child's case manager, psychologist, program specialist, or special education administrator, or simply contact your local SELPA office. If you are not sure what SELPA you are a part of, send an email with the name of your school, charter school, school district and county to us at selpasupport@selpa.info

The California Department of Education also maintains a webpage, California Parent Organizations, containing information about community parent resource centers, parent training and information centers (PTIs), and Senate Bill 511 family empowerment centers (FECs), all of which are specifically funded to support parents of students with disabilities and the staff who serve them. These organizations are frequent collaborators with SELPAs and their CACs in providing training and support to parents and staff.

Parent Rights and Procedural Safeguards

Parents and Guardians of students with disabilities are afforded rights in the special education process. A full copy of the Parent Rights and Procedural Safeguards document is offered to families at each annual Individual Education Plan meeting, and parents and guardians may ask any IEP team member questions about the process along the way. The English and Spanish documents are located here in full and are also on the CDE website. Some SELPAs have been willing to share translations in other languages to be housed here.

Parent Rights and Procedural Safeguards (English) - from CDE website
Parent Rights and Procedural Safeguards (Spanish) - from CDE website
Parent Rights and Procedural Safeguards (Arabic)
Parent Rights and Procedural Safeguards (Bengali) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Burmese)
Parent Rights and Procedural Safeguards (Chinese - Simplified) - from CDE website
Parent Rights and Procedural Safeguards (Chinese - Traditional) - from CDE website
Parent Rights and Procedural Safeguards (Farsi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (French)
Parent Rights and Procedural Safeguards (German)
Parent Rights and Procedural Safeguards (Gujarati)- from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Hebrew)
Parent Rights and Procedural Safeguards (Hindi)
Parent Rights and Procedural Safeguards (Italian)
Parent Rights and Procedural Safeguards (Japanese) - from Yuba County SELPA
Parent Rights and Procedural Safeguards (Kannada) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Khmer) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Korean) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Marathi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Mongolian) - from North Region SELPA
Parent Rights and Procedural Safeguards (Pashto) - from South East Consortium SELPA
Parent Rights and Procedural Safeguards (Polish)
Parent Rights and Procedural Safeguards (Portugese)
Parent Rights and Procedural Safeguards (Punjabi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Russian)
Parent Rights and Procedural Safeguards (Samoan)
Parent Rights and Procedural Safeguards (Somali) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Tagalog) - from CDE website
Parent Rights and Procedural Safeguards (Tamil) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Telugu) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Thai) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Tigrinya) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Turkish) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Urdu) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Vietnamese) - from CDE website
English/Spanish Translations for IEP Language, from the Office of Special Education Programs
Special Education Acronyms

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Providing a high-quality special education experience for each child invovles a team effort, and parent participation is central to meeting student needs and IEP goals. Collaboration with parents through SELPA is facilitated through the Community Advisory Committee (CAC). These CACs are a vital component of effective special education programs in California.

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Establishing effective school-family partnerships isn't always easy. These eight strategies can help your school take steps to build those partnerships. School administrators, teachers, and parents all play a role.

1. Priority

Both schools and families must give top priority to establishing partnerships. This includes partnerships between schools and families, and between teachers and parents. All parties must view partnerships as essential. Otherwise, they won't work well to serve the educational needs of children.

This is an age of accountability at all levels. Making partnerships a top priority is more important than ever. Schools that adopt a philosophy of supporting partnerships helps ensure they will stay a top priority.

2. Planning

Building effective partnerships between schools and families doesn't just happen. The school must develop a plan. This involves assessing a school's strengths and weaknesses. It also involves assessing parents' specific needs and characteristics. Likewise, parents should plan how they want to be involved in their children's education.

3. Proactive and persistent communication

Regular communication must occur between parents and schools in order to surface issues. Teachers should use a variety of methods to communicate with parents. This lets parents know they are an important part of their children's educational experience.

Parent-teacher communication should be culturally appropriate. Bring translators and interpreters to meetings if necessary. It's important for parents and teacher to touch base early in the school year with an eye to building a relationship. This provides a foundation if difficulties occur later on.

4. Positive communication style

Both parents and teachers respond best when the communication between them is positive and focuses on strengths. Negativity is often perceived by the other as an attack. This doesn't result in effective solutions. Conveying positive messages helps make communication easier when problems occur. Sharing good news or offering sincere compliments contributes to positive communication.

Other factors contribute to positive communication. One is the habit of asking each other for advice on how to address a child's specific educational needs. This makes each party feel their opinions are valued. When communicating negative issues, focus on the facts to help avoid blaming.

5. Personalization

Parents are much more likely to be responsive when school communication is personal. Communication should focus on their children's successes, challenges, and needs. Also encourage parents to tell teachers about their children's unique characteristics and needs.

Teachers value details on children's unique personalities, health, and home environment. That will help them better understand the context from which the child comes to school.

6. Practical ideas

Both parents and teachers value practical suggestions for how children can learn best. Teachers need to help parents understand the important role they play in their children's school success. They also should give parents ideas and resources for helping their children succeed in school. Likewise, parents should give teachers practical suggestions for helping their children learn.

7. Program monitoring

It takes a sustained effort over time to establish effective partnerships involving parents. First, set benchmarks, or standards, for your program fostering parent-involvement partnerships. Then, develop an action plan to track how well you're meeting those benchmarks. You need to watch what's working and what's not. Identify barriers and what to do about them. Talk to parents regularly to track your progress.

8. Process

Building relationships between schools and families is an ongoing process. It requires continual attention and shared responsibility to be most effective. Besides monitoring your program, you should evaluate attitudes and atmosphere in your school. Make sure your school welcomes and supports partnerships between families and schools!

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The eight 'p' philosophy for effective school-family partnerships

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Establishing effective school-family partnerships isn't always easy. These eight strategies can help your school take steps to build those partnerships. School administrators, teachers, and parents all play a role. Both schools and families must give top priority to establishing partnerships. This includes partnerships between schools and families, and between teachers and parents.

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Common Acronyms Used in California Special Education

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NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs. Use this guide to understand:

How the federal law, the Individuals with Disabilities Education Act (IDEA), generally works in most states;

What the law requires to determine whether your child has a learning disability;

What is new to IDEA since Congress last updated the law in 2004;

What questions you should ask and what information you should prepare in order to be a full and active advocate for your child, and

What resources are available to you.

In developing the IDEA Parent Guide, we worked with parents of students with learning disabilities from around the country. NCLD is thankful to these parents for their invaluable input. Together, we have tried to address the questions, challenges and barriers parents face as they navigate their way through the special education process. Parents have also contributed their own personal stories so that you can hear firsthand that you are not alone in this journey.

NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs.

Download Report

To access the full report, please provide your information

Tell Congress: Pass the RISE Act

We need your help! Ask your member of Congress to support students with learning and attention issues.

Support NCLD

Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

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NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs. Use this guide to understand: How the federal law, the Individuals with Disabilities Education Act (IDEA), generally works in most states; What the law requires to determine [...]

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Center on the Developing Child at Harvard University

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What could our society look like if racial disparities in health and learning outcomes didn't exist? According to extensive studies, the U.S. would save billions in health care costs alone. The value of realizing the potential contributions of so many people around the world who are impaired by-or die from-preventable chronic illnesses is enormous, and the human costs are incalculable.

Advances in science are presenting an increasingly clear picture of how significant adversity in the lives of young children can disrupt the development of the brain and other biological systems. These early disruptions can undermine young children's opportunities to achieve their full potential. And, while they may be invisible to those who do not experience them, there is no doubt that both systemic racism and interpersonal discrimination can lead to chronic stress activation that imposes significant hardships on families raising young children.

It's time to connect these dots. This infographic explains in basic terms how racism in particular gets "under the skin" and affects learning, behavior, and lifelong health. There is much more to say, but by starting with a shared understanding, we can work together toward creative strategies to address these long-standing inequities.

Sources
Panel 1
Forde, A.T., Crookes, D.M., Suglia, S.F., & Demmer, R.T. (2019). The weathering hypothesis as an explanation for racial disparities in health: a systematic review. Annals of Epidemiology, 33, 1-18.e3
Panel 2
Geronimus, A.T., Hicken, M., Keene, D., & Bound, J. (2006). "Weathering" and age patterns of allostatic load scores among blacks and whites in the United States. American Journal of Public Health, 96(5), 826-833.

McEwen, B.S. (1998.) Protective and damaging effects of stress mediators. New England Journal of Medicine, 338(3), 171-9.
Panel 3
Williams, D.R., & Wyatt, R. (2015). Racial Bias in Health Care and Health: Challenges and Opportunities. JAMA 314(6): 555-556.

Williams, D.R., Mohammed, S.A., Leavell, J., & Collins, C. (2010). Race, socioeconomic status and health: Complexities, ongoing challenges and research opportunities. Annals of the New York Academy of Sciences, 1186, 69.

Panel 4
Agency for Healthcare Research and Quality (2019). 2018 National Healthcare Quality and Disparities Report. Rockville, MD. AHRQ Pub. No. 19-0070-EF https://www.ahrq.gov/sites/default/files/wysiwyg/research/findings/nhqrdr/2018qdr-final-es.pdf

Manuel J. I. (2018). Racial/Ethnic and Gender Disparities in Health Care Use and Access. Health Services Research, 53(3), 1407-1429.
Panel 5
Heard-Garris, N.J., Cale, M., Camaj, L., Hamati, M.C., & Dominguez, T.P. (2018). Transmitting trauma: A systematic review of vicarious racism and child health. Social Science & Medicine, 199, 230-240.

Pachter, L.M., & Coll, C.G. (2009). Racism and child health: a review of the literature and future directions. Journal of Developmental and Behavioral Pediatrics, 30(3), 255-263.

Clark, R., Anderson, N.B., Clark, V.R., & Williams, D.R. (1999). Racism as a stressor for African Americans: A biopsychosocial model. American Psychologist, 54(10), 805- 816.
Panel 6
Trent, M., Dooley, D.G., & Dougé, J. (2019). The impact of racism on child and adolescent health. Pediatrics, 144(2), e20191765.

Williams, D. R., & Cooper, L. A. (2019). Reducing Racial Inequities in Health: Using What We Already Know to Take Action. International Journal of Environmental Research and Public Health, 16(4), 606.
Panel 7
Collins, C., Asante-Muhammed, D., Hoxie, J., & Nieves, E. (2017). The road to zero wealth: How the racial wealth divide is hollowing out America's middle class. Washington, DC: Prosperity Now and Institute for Policy Studies.

Weir, K. (2016). Policing in Black & White. Monitor on Psychology, 47(11). Retrieved from http://www.apa.org/monitor/2016/12/cover-policing
Panel 8
National Scientific Council on the Developing Child. (2020). Connecting the Brain to the Rest of the Body: Early Childhood Development and Lifelong Health Are Deeply Intertwined: Working Paper No. 15. Retrieved from www.developingchild.harvard.edu

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How Racism Can Affect Child Development - Center on the Developing Child at Harvard University

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What could our society look like if racial disparities in health and learning outcomes didn't exist? According to extensive studies, the U.S. would save billions in health care costs alone. The value of realizing the potential contributions of so many people around the world who are impaired by-or die from-preventable chronic illnesses is enormous, and [...]

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Bugle Horn Autism Support Group

The group provides opportunities for parents to benefit from the experiences and support of professionals as well as other parents and learn valuable coping and intervention strategies. When joining this support group you will have access to conferences, workshops, free tickets and entry into special events, information on advocacy and research groups.

Ethiopian Parents of Special Needs Children

This support group focuses on various challenging issues that Ethiopian families face once their child has been identified with special needs. The objective of this group is to support each other, to share experiences, to empower families, to educate and inform families of resources, and to become an organized community base resource.

Informed Education Partners (IEP)

This group will informally address the questions and concerns that families have about their child's Special Education services and support. We will share information and provide specific strategies so that parents can become confident and collaborative IEP team members! Come and learn the tools and techniques necessary to ensure an appropriate and meaningful education for all of our children.

Level Up! African American/Black Families Support Group

Our mission is to provide and ensure that people with developmental disabilities and their families have equitable access to information, resources, services, and advocacy skills that facilitates empowerment to "Level Up" their quality of care in collaboration with Westside Regional Center and the Westside Family Resource and Empowerment Center.

Beverly Hutchinson

sisterspice7@aol.com

Every 3rd Thursday of the month

6:30 - 8:30pm

Los Angeles Asperger Syndrome Parents' Support Group

A drop-in support group open to anyone interested in Asperger Syndrome or related issues (including all Autism Spectrum Disorders).

Siempre Amigas

This group offers support for Spanish speaking parents of infants, toddlers, and children with special needs. This group is led in Spanish.

West Los Angeles C.H.A.D.D.

We are a group affiliated with CHADD: Children & Adults with ADD. We meet nine times per year, September to November, January to June, on the 3rd Tuesday. We present speakers and topics covering a wide range of interests designed to aid adults with ADD/ADHD, and parents of children with ADHD/ADD.

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Westside Family Resource & Empowerment Center - Westside Regional Center

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The group provides opportunities for parents to benefit from the experiences and support of professionals as well as other parents and learn valuable coping and intervention strategies. When joining this support group you will have access to conferences, workshops, free tickets and entry into special events, information on advocacy and research groups.

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We believe in the power of relationships to transform early brain development, families, neighborhoods, and communities. How do we know WIN works? Our families share their stories of triumph, and we measure our impact using standard screenings and assessments.

Each year, 500-800 children, parents, family members, and professionals seek out WIN care and consultation.

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Homepage - Westside Infant-Family Network

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We believe in the power of relationships to transform early brain development, families, neighborhoods, and communities. How do we know WIN works? Our families share their stories of triumph, and we measure our impact using standard screenings and assessments. Each year, 500-800 children, parents, family members, and professionals seek out WIN care and consultation.

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What We Do: TASK helps families navigate special education, disability services and assistive technology. We provide families with emotional support, information, and direction. When needed, we refer them to other agencies for additional services. Our goal is to promote cooperation between families and schools to help kids succeed.

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TASK - Southern California's Parent Training and Information Center

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What We Do: TASK helps families navigate special education, disability services and assistive technology. We provide families with emotional support, information, and direction. When needed, we refer them to other agencies for additional services. Our goal is to promote cooperation between families and schools to help kids succeed.

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The Watts Counseling and Learning Center is a unique community service of Kaiser Permanente Southern California. Since 1967, the Center has provided counseling, outreach, and educational services to the residents of Watts and the surrounding communities. Watch the overview video to learn more about the WCLC.

The Need

The Center was established just two years after the 1965 Watts civil unrest, to provide essential mental health and educational resources for the children and families of Watts, regardless of whether or not they are Kaiser Permanente members. The Center's motto of "helping people grow" supports the philosophy that empowering multi-generational individuals and families to cope with stresses and barriers will ultimately strengthen the community.

In keeping with this year's 2017 Tournament of Roses Rose Parade® theme, "Echoes of Success," Kaiser Permanente has announced that it will commemorate the Center's 50th anniversary with a float celebrating "50 Years of Helping People Grow." Click here for details about the float.

Our Work

Counseling -The Center provides individual, family, marital, parent/child, and group therapy in English and Spanish, as well as specialized support for children experiencing life threatening family illness. In addition, the Center offers graduate level social work and MFT intern training under the supervision of a licensed clinician.

Educational Therapy -The Center offers specialized individual or small group educational therapy for children with learning difficulties. These sessions provide a wide range of intensive, individualized interventions designed to remediate learning differences. Advocacy training is also available to parents and care givers to assist with navigating the special education system. Supervised graduate level education therapy intern training is also available.

Child Development -Preschool Education for Parents and Children (PEPC) is a full day early childhood education program that develops school readiness skills and motivates preschool children to enjoy learning. PEPC is both state licensed and nationally accredited by the National Association for the Education of Young Children (NAEYC). Ongoing parent education groups are also part of the program. Tuition is based on a nominal sliding-scale fee.

Outreach -The Center offers unique outreach programs to help students of all ages achieve academic and personal success. Our programs include homework assistance, SAT/ACT preparation classes, personal development, academic coaching, college-bound support and youth work preparation. In addition to programs, the Center is an active community partner, participating in a variety of community events and other collaborations that support community life.

Watch the video to learn more about the Kaiser Permanente Watts Counseling and Learning Center's 50 years of service.

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The Watts Counseling and Learning Center is a unique community service of Kaiser Permanente Southern California. Since 1967, the Center has provided counseling, outreach, and educational services to the residents of Watts and the surrounding communities. Watch the overview video to learn more about the WCLC.

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DRC is a nonprofit agency. We are the largest disability rights group in the nation. Federal law established us to protect and advocate for the rights of people with disabilities. We are the protection and advocacy agency for California.

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Welcome to the UC Davis Mind Institute Home Page

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What is Applied Behavior Analysis?

Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.

Behavior analysis helps us to understand:

How behavior works

How behavior is affected by the environment

How learning takes place

ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.

ABA therapy programs can help:

Increase language and communication skills

Improve attention, focus, social skills, memory, and academics

Decrease problem behaviors

The methods of behavior analysis have been used and studied for decades. They have helped many kinds of learners gain different skills - from healthier lifestyles to learning a new language. Therapists have used ABA to help children with autism and related developmental disorders since the 1960s.

How does ABA therapy work?

Applied Behavior Analysis involves many techniques for understanding and changing behavior. ABA is a flexible treatment:

Can be adapted to meet the needs of each unique person

Provided in many different locations - at home, at school, and in the community

Teaches skills that are useful in everyday life

Can involve one-to-one teaching or group instruction

Positive Reinforcement

Positive reinforcement is one of the main strategies used in ABA.

When a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior. Over time, this encourages positive behavior change.

First, the therapist identifies a goal behavior. Each time the person uses the behavior or skill successfully, they get a reward. The reward is meaningful to the individual - examples include praise, a toy or book, watching a video, access to playground or other location, and more.

Positive rewards encourage the person to continue using the skill. Over time this leads to meaningful behavior change.

Antecedent, Behavior, Consequence

Understanding antecedents (what happens before a behavior occurs) and consequences (what happens after the behavior) is another important part of any ABA program.

The following three steps - the " A-B-Cs " - help us teach and understand behavior:

1. An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).

2. A resulting behavior: this is the person's response or lack of response to the antecedent. It can be an action, a verbal response, or something else.

3. A consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior, or no reaction for incorrect/inappropriate responses.

Looking at A-B-Cs helps us understand:

1. Why a behavior may be happening

2. How different consequences could affect whether the behavior is likely to happen again

EXAMPLE:

Antecedent: The teacher says "It's time to clean up your toys" at the end of the day.

Behavior: The student yells "no!"

Consequence: The teacher removes the toys and says "Okay, toys are all done."

How could ABA help the student learn a more appropriate behavior in this situation?

Antecedent: The teacher says "time to clean up" at the end of the day.

Behavior: The student is reminded to ask, "Can I have 5 more minutes?"

Consequence: The teacher says, "Of course you can have 5 more minutes!"

With continued practice, the student will be able to replace the inappropriate behavior with one that is more helpful. This is an easier way for the student to satisfy the child's needs!

What Does an ABA Program Involve?

Good ABA programs for autism are not "one size fits all." ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.

The goal of any ABA program is to help each person work on skills that will help them become more independent and successful in the short term as well as in the future.

Planning and Ongoing Assessment

A qualified and trained behavior analyst (BCBA) designs and directly oversees the program. They customize the ABA program to each learner's skills, needs, interests, preferences and family situation.

The BCBA will start by doing a detailed assessment of each person's skills and preferences. They will use this to write specific treatment goals. Family goals and preferences may be included, too.

Treatment goals are written based on the age and ability level of the person with ASD. Goals can include many different skill areas, such as:

Communication and language

Social skills

Self-care (such as showering and toileting)

Play and leisure

Motor skills

Learning and academic skills

The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).

The BCBA and therapists measure progress by collecting data in each therapy session. Data helps them to monitor the person's progress toward goals on an ongoing basis.

The behavior analyst regularly meets with family members and program staff to review information about progress. They can then plan ahead and adjust teaching plans and goals as needed.

ABA Techniques and Philosophy

The instructor uses a variety of ABA procedures. Some are directed by the instructor and others are directed by the person with autism.

Parents, family members and caregivers receive training so they can support learning and skill practice throughout the day.

The person with autism will have many opportunities to learn and practice skills each day. This can happen in both planned and naturally occurring situations. For instance, someone learning to greet others by saying "hello" may get the chance to practice this skill in the classroom with their teacher (planned) and on the playground at recess (naturally occurring).

The learner receives an abundance of positive reinforcement for demonstrating useful skills and socially appropriate behaviors. The emphasis is on positive social interactions and enjoyable learning.

The learner receives no reinforcement for behaviors that pose harm or prevent learning.
ABA is effective for people of all ages. It can be used from early childhood through adulthood!
Who provides ABA services?

A board-certified behavior analyst (BCBA)provides ABA therapy services. To become a BCBA, the following is needed:

Earn a master's degree or PhD in psychology or behavior analysis

Pass a national certification exam

Seek a state license to practice (in some states)

ABA therapy programs also involve therapists, or registered behavior technicians (RBTs). These therapists are trained and supervised by the BCBA. They work directly with children and adults with autism to practice skills and work toward the individual goals written by the BCBA. You may hear them referred to by a few different names: behavioral therapists, line therapists, behavior tech, etc.

To learn more, see the Behavior Analyst Certification Board website.

What is the evidence that ABA works?

ABA is considered an evidence-based best practice treatment by the US Surgeon General and by the American Psychological Association.

"Evidence based" means that ABA has passed scientific tests of its usefulness, quality, and effectiveness. ABA therapy includes many different techniques. All of these techniques focus on antecedents (what happens before a behavior occurs) and on consequences (what happens after the behavior).

More than 20 studies have established that intensive and long-term therapy using ABA principles improves outcomes for many but not all children with autism. "Intensive" and "long term" refer to programs that provide 25 to 40 hours a week of therapy for 1 to 3 years. These studies show gains in intellectual functioning, language development, daily living skills and social functioning. Studies with adults using ABA principles, though fewer in number, show similar benefits.

Is ABA covered by insurance?

Sometimes. Many types of private health insurance are required to cover ABA services. This depends on what kind of insurance you have, and what state you live in.

All Medicaid plans must cover treatments that are medically necessary for children under the age of 21. If a doctor prescribes ABA and says it is medically necessary for your child, Medicaid must cover the cost.

Please see our insurance resources for more information about insurance and coverage for autism services.

You can also contact the Autism Response Team if you have difficulty obtaining coverage, or need additional help.

Where do I find ABA services?

To get started, follow these steps:

1. Speak with your pediatrician or other medical provider about ABA. They can discuss whether ABA is right for your child. They can write a prescriptionfor ABA if it is necessary for your insurance.

2. Check whether your insurance company covers the cost of ABA therapy, and what your benefit is.

3. Search our resource directory for ABA providers near you. Or, ask your child's doctor and teachers for recommendations.

4. Call the ABA provider and request an intake evaluation. Have some questions ready (see below!)

What questions should I ask?

It's important to find an ABA provider and therapists who are a good fit for your family. The first step is for therapists to establish a good relationship with your child. If your child trusts his therapists and enjoys spending time with them, therapy will be more successful - and fun!

The following questions can help you evaluate whether a provider will be a good fit for your family. Remember to trust your instincts, as well!

1. How many BCBAs do you have on staff?

2. Are they licensed with the BACB and through the state?

3. How many behavioral therapists do you have?

4. How many therapists will be working with my child?

5. What sort of training do your therapists receive? How often?

6. How much direct supervision do therapists receive from BCBAs weekly?

7. How do you manage safety concerns?

8. What does a typical ABA session look like?

9. Do you offer home-based or clinic-based therapy?

10. How do you determine goals for my child? Do you consider input from parents?

11. How often do you re-evaluate goals?

12. How is progress evaluated?

13. How many hours per week can you provide?

14. Do you have a wait list?

15. What type of insurance do you accept?

For more information
ATN/AIR-P Parent's Guide to Applied Behavior Analysis ATN/AIR-P An Introduction to Behavioral Health Treatments Behavior Analyst Certification Board (BACB) Association for Behavior Analysis International (ABAI)

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Applied Behavior Analysis (ABA) | Autism Speaks

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What is aba therapy? Click here to learn about applied behavior analysis and how it works.

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CAPTAIN Vision Statement

Establish a statewide training and technical assistance network focused on promoting the acceptance, support and quality of life for individuals on the autism spectrum, that is inclusive of partner agencies who will work collaboratively so that individuals on the autism spectrum and their families can benefit from effective services, supports and resources.

CAPTAIN Mission Statement

1. Increase knowledge about autism and Evidence Based Practices (EBPs) through systematic dissemination of information that is culturally relevant and respectful of the varied perspectives of people on the autism spectrum.

2. Improve implementation of EBPs with fidelity in schools and community settings through high quality training, coaching, and systems level support.

3. Increase consistency of EBPs use across systems by convening multiagency and regionalized workgroups that will assist with autism EBP integration into local service delivery systems.

4. Create an equipped workforce by collaborating with higher education, preparation programs and early career mentoring programs so that professionals entering into their careers will understand how to effectively support individuals on the autism spectrum.

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CA Autism Professional Training and Information Network - CAPTAIN

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CAPTAIN California Autism Professional Training and Information Network

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Early Learning and Care Division

General Questions

1. What is the purpose of the IEEEP funding?

The purpose of the IEEEP funding is to increase access to inclusive early learning and care (ELC) programs for children with disabilities, including children with severe disabilities; and to fund the cost to the California Department of Education (CDE) of conducting an evaluation of the IEEEP. Funding for the IEEEP is in accordance with Assembly Bill 1808 (Chapter 32, Statutes of 2018).

2. How may IEEEP funds be used?

There are three main activities for use of IEEEP funding, which include:

Facilities: Funding can be used by a Local Education Agency (LEA), either for its ELC programs or for ELC programs operated by a consortium of ELC providers; for facility repairs and renovations that will assist children with disabilities, including children with severe disabilities, in increasing access to inclusive ELC programs. Funding for new facility construction can only be used by LEAs to improve its own facilities.

Adaptive Equipment: LEAs or ELC consortium providers may use the IEEEP funds to improve the accessibility for indoor and outdoor environments by building or purchasing adaptive equipment in order to increase participation of children with disabilities, including severe disabilities.

Professional Development: Funding can be used by LEAs and ELC consortium providers for professional development to ensure that ELC staff are prepared to serve children with a broad range of disabilities, including children with severe disabilities.

3. What is the grant period for the IEEEP?

The grant period began on June 15, 2020, and continues through December 31, 2024.

4. Who are the recipients of IEEEP grant funding?

Information regarding the IEEEP grantees can be located on theCDE Funding Results web page.

Professional Development

1. What are the CDE required trainings?

The Inclusive IEEEP grantees that received funding for the purposes of professional development must ensure that over the initial 24-month period of the grant, which is through June 15, 2022, and within 24-months of the hiring of new early learning and care staff, that all of the five required training topics are completed. The IEEEP grantees are responsible for maintaining evidence of completion of the five required trainings, which are:

Ages and States Questionnaire-Social Emotional

Supporting Inclusive Practices

Adaptations and Accommodations

Universal Design for Learning

Behavior and the use of Positive Behavioral Supports

2. Are there any organizations that the CDE recommends for IEEEP grantees to complete the required training topic requirements?

The following organizations provide training that are required by the Early Learning and Care Division for IEEEP grantees who received professional development funding:

Training Topic: Ages and Stages Questionnaire-Social Emotional

Training Topic: Supportive Inclusive Practices

Training Topic: Adaptations and Accommodations

Training Topic: Universal Design for Learning
Multi-tiered System of Support (MTSS) resources:

Training Topic: Behavior and the use of Positive Behavioral Supports

3. What are other CDE recommended trainings?

The IEEEP grantees that received funding for the purposes of professional development must ensure that early learning and care staff and any consortium early learning and care providers, as applicable, complete a minimum of three (3) CDE-recommended trainings over the course of the funding period. The training topics must be from the following list:

Strengthening Families

Centers for Disease Control: Learn the Signs, Act Early

Pyramid Model Implemented with practice-based coaching

Inclusive Classroom Profile (ICP)

Embedded Instruction Teaching Practices (California)

Beginning Together

California Preschool Instructional Network (Inclusion Works)

Trauma-Informed Care

Education coursework specific to early childhood education for children with special needsi

Other: any other training program upon written submission and prior approval by the CDEii,iii

4. Are there any organizations that the CDE recommends for IEEEP grantees to complete the recommended training topic requirements?

The following organizations provide trainings that are recommended by the Early Learning and Care Division for IEEEP grantees who received professional development funding:

___________________

i If specific staff members are fulfilling a training topic(s) through coursework specific to early childhood for children with special needs, the IEEEP grantees are responsible for maintaining evidence of completion of the coursework that will be meeting this requirement.

ii Not all staff are required to complete the same three (3) recommended trainings. Trainings may be individualized for staff professional development needs.

iii Grantees who are planning to utilize any other training program must seek prior written approval from the CDE by emailing a written submission of an Alternative Training Request (PDF) to the IEEEP mailbox.

Facilities

When does facilities construction under the IEEEP need to begin?

Facilities construction for the IEEEP must begin on or before July 31, 2022, for facilities modification and/or new classroom construction. Once appropriate bids are received, the CDE considers any work to be completed in order to move forward with the modifications or new construction. Architectural expenses, and expenses for other items associated with beginning the project, is considered beginning the modifications or new construction and is billable to the grant. Grantees planning to begin work no later than July 31, 2022 must ensure, that in doing so, they will be able to complete the facilities construction projects before the end of the grant period.

Adaptive Equipment

What types of adaptive equipment purchases qualify for the IEEEP?

The IEEEP grantees that received funding for the purposes of adaptive equipment must use the funds for the purchase or building of adaptive equipment or to modify or repair existing equipment to render it more useful for children. The adaptive equipment must:

Improve accessibility and quality of both indoor and outdoor environments to support the participation of children with disabilities in all daily activities and routines

Enhance participation and access to instructional materials and activities in inclusive ELC programs

Be universally designed and meet Americans With Disabilities Act standards

Examples of adaptive equipment include, but are not limited to, the following:

Adaptive and instructional materials

General adaptive and universally designed materials

Adaptive utensils, bowls and other feeding equipment

Changing tables

Adaptive furniture

Visual cues for daily routines, and sensory materials

Adaptive playground equipment, whether movable or permanent

Note: If applicable, for adaptive equipment projects, the LEA must solicit competitive bids and follow the Public Contract Code.

Independent Evaluator

1. What is the role of the IEEEP independent evaluator?

The independent evaluator will evaluate IEEEP grantee's effectiveness in expanding access to inclusive early learning and care programs and providers. The evaluation will include qualitative and quantitative approaches to evaluate the core activities of the IEEEP grant. IEEEP grantees must participate and respond to the evaluation processes and protocols.

2. How will the independent evaluator measure progress for the IEEEP?

The independent evaluator will analyze the data from grantee reports and collect additional data using surveys, interviews, and site visits to provide a picture of implementation. The evaluation will examine progress made toward each of the required grantee responsibilities and assess the impact of the funding on improved access, participation, and supports for inclusive early learning and care programs. The combination of quantitative and qualitative data will provide a picture of implementation progress at baseline and after each quarter, and will allow for an understanding of the context surrounding the successes and challenges faced by sites as they use funds to create accessible and supportive spaces for all early learners.

Questions: Early Learning and Care Division | 916-322-6233

Last Reviewed: Friday, May 7, 2021

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Inclusive Early Education Expansion Program

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General Questions What is the purpose of the IEEEP funding? The purpose of the IEEEP funding is to increase access to inclusive early learning and care (ELC) programs for children with disabilities, including children with severe disabilities; and to fund the cost to the California Department of Education (CDE) of conducting an evaluation of the IEEEP.

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Providing a high-quality special education experience for each child invovles a team effort, and parent participation is central to meeting student needs and IEP goals. Collaboration with parents through SELPA is facilitated through the Community Advisory Committee (CAC). These CACs are a vital component of effective special education programs in California. They are commissioned by law and are a reflection of the communities they serve. CACs are composed of parents, educators, pupils and adults with disabilities, representatives of public and private agencies, and persons concerned with the needs of individuals with disabilities. They are appointed by their governing boards in accordance with locally determined selection procedures described in the SELPA Local Plan.

Community Advisory Committees have specific and important roles and responsibilities which are reviewed in detail in the California SELPA Community Advisory Committee Guide, 5th Edition, 2022. Every Special Education Local Plan Area (SELPA) is required to establish a CAC. Across California, many CACs are vibrant, creative bodies that assist in advising local governing boards about the Local Plan, annual priorities, parent education, and other specified Special Education related activities.

CACs are designed to be a dynamic collaborative partnership of educators, parents, and community members. The active participation of the membership of each CAC meets the mandate of informed parent-community involvement between those who provide Special Education programs and services and those who receive Special Education programs and services.

For additional information about your SELPA Community Advisory Committee, ask your child's case manager, psychologist, program specialist, or special education administrator, or simply contact your local SELPA office. If you are not sure what SELPA you are a part of, send an email with the name of your school, charter school, school district and county to us at selpasupport@selpa.info

The California Department of Education also maintains a webpage, California Parent Organizations, containing information about community parent resource centers, parent training and information centers (PTIs), and Senate Bill 511 family empowerment centers (FECs), all of which are specifically funded to support parents of students with disabilities and the staff who serve them. These organizations are frequent collaborators with SELPAs and their CACs in providing training and support to parents and staff.

Parent Rights and Procedural Safeguards

Parents and Guardians of students with disabilities are afforded rights in the special education process. A full copy of the Parent Rights and Procedural Safeguards document is offered to families at each annual Individual Education Plan meeting, and parents and guardians may ask any IEP team member questions about the process along the way. The English and Spanish documents are located here in full and are also on the CDE website. Some SELPAs have been willing to share translations in other languages to be housed here.

Parent Rights and Procedural Safeguards (English) - from CDE website
Parent Rights and Procedural Safeguards (Spanish) - from CDE website
Parent Rights and Procedural Safeguards (Arabic)
Parent Rights and Procedural Safeguards (Bengali) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Burmese)
Parent Rights and Procedural Safeguards (Chinese - Simplified) - from CDE website
Parent Rights and Procedural Safeguards (Chinese - Traditional) - from CDE website
Parent Rights and Procedural Safeguards (Farsi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (French)
Parent Rights and Procedural Safeguards (German)
Parent Rights and Procedural Safeguards (Gujarati)- from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Hebrew)
Parent Rights and Procedural Safeguards (Hindi)
Parent Rights and Procedural Safeguards (Italian)
Parent Rights and Procedural Safeguards (Japanese) - from Yuba County SELPA
Parent Rights and Procedural Safeguards (Kannada) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Khmer) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Korean) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Marathi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Mongolian) - from North Region SELPA
Parent Rights and Procedural Safeguards (Pashto) - from South East Consortium SELPA
Parent Rights and Procedural Safeguards (Polish)
Parent Rights and Procedural Safeguards (Portugese)
Parent Rights and Procedural Safeguards (Punjabi) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Russian)
Parent Rights and Procedural Safeguards (Samoan)
Parent Rights and Procedural Safeguards (Somali) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Tagalog) - from CDE website
Parent Rights and Procedural Safeguards (Tamil) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Telugu) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Thai) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Tigrinya) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Turkish) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Urdu) - from Santa Clara COE SELPA
Parent Rights and Procedural Safeguards (Vietnamese) - from CDE website
English/Spanish Translations for IEP Language, from the Office of Special Education Programs
Special Education Acronyms

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Providing a high-quality special education experience for each child invovles a team effort, and parent participation is central to meeting student needs and IEP goals. Collaboration with parents through SELPA is facilitated through the Community Advisory Committee (CAC). These CACs are a vital component of effective special education programs in California.

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Public Benefits for People with Disabilities Spanish

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50- Public Benefits for People with Disabilities Spanish (1) (1)

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Pursuing Equitable Outcomes: Exploring the Intersection of Race and Disability in K-12 Education Webinar Series

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View the Thought Leader Conversation Series Below The National Center for Systemic Improvement (NCSI) supports states to transform their systems to improve outcomes for students with disabilities. NCSI is committed to helping state education agencies (SEAs) and their stakeholders understand the intersection of race and disability in education, in order to resolve inequities that disadvantage [...]

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How to Better Serve Latinx Children with Special Needs: A Conversation with Parents Helping Parents

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California's regional center system the system has struggled to provide services to Spanish-speaking families at the same rate it does to English-speaking ones. Claudia Harty with Parents Hel...

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Fiesta Educativa – Dedicated to empowering families of persons with disabilities

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Dedicated to empowering families of persons with disabilities

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Once services were found she had to fight for the services that were available. She was forced to leave her career to care for her son and had to support her family off her savings and retirement.

She found there were no organizations that supported African American families with children on the autism spectrum. She found there were huge disparities in the African American community, due to a lack of culturally competent support. Many misdiagnosed and undiagnosed African American children in at-risk communities end up in the criminal justice system each year. She realized that something had to be done to support families in underserved communities.

In March 2009 she founded The Color of Autism Foundation.

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The Color of Autism Foundation | Connecting Families To Culturally Competent Support

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Once services were found she had to fight for the services that were available. She was forced to leave her career to care for her son and had to support her family off her savings and retirement. She found there were no organizations that supported African American families with children on the autism spectrum.

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Family Resource Centers Network of California

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As a coalition of Early Start Family Resource Centers, we train together, we set standards together, and we unite our voices together to advocate for better policies across the state.

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Home - Family Resource Centers Network of California

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A statewide network of Family Resource Centers dedicated to improving the lives of children with disabilities

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Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K-12 students who are struggling in school. They're similar in some ways but very different in others. This chart compares them side by side to help you understand the differences.

A blueprint or plan for a child's special education experience at school.

A blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

To get an IEP, there are two requirements: A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others. And the disability must affect the child's educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school.

To get a 504 plan, there are two requirements: A child has any disability. Section 504 covers a wide range of different struggles in school. And the disability must interfere with the child's ability to learn in a general education classroom. Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan.

There are strict legal requirements about who participates. With a few exceptions, the entire IEP team must be present for IEP meetings. The team must include:

The rules about who's on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

* The child's parent or caregiver

* General and special education teachers

* The school principal

* The child's parent or caregiver

* At least one of the child's general education teachers

* At least one special education teacher

* A school psychologist or other specialist who can interpret evaluation results

* A district representative with authority over special education services

The IEP sets learning goals and describes the services the school will provide. It's a written document. Here are some of the most important things the IEP must include:

There is no standard 504 plan. Unlike an IEP, a 504 plan doesn't have to be a written document. A 504 plan generally includes the following:

* Specific accommodations, supports, or services for the child

* Names of who will provide each service

* Name of the person responsible for ensuring the plan is implemented

* The child's present levels of academic and functional performance - how the child is currently doing in school

* Annual education goals for the child and how the school will track progress

* The services the child will get - this may include special education, related, supplementary, and extended school year services

* The timing of services - when they start, how often they occur, and how long they last

* Any accommodations - changes to the child's learning environment

* Any modifications - changes to what the child is expected to learn or know

* How the child will participate in standardized tests

* How the child will be included in general education classes and school activities

When the school wants to change a child's services or placement, it has to tell families in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations. Families also have "stay put" rights to keep services in place while there's a disagreement about the IEP.

The school must notify families about an evaluation or a "significant change" in placement. Notice doesn't have to be in writing, but most schools do so anyway.

How to resolve disputes

IDEA gives families several ways to resolve disputes (usually in this order):

Section 504 gives families several options for resolving disagreements with the school:

* Mediation

* Alternative dispute resolution

* Impartial hearing

* Complaint to the Office for Civil Rights (OCR)

* Lawsuit

* Mediation

* Due process complaint

* Resolution session

* Civil lawsuit

* State complaint

* Lawsuit

And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.

Do you want to learn more about how IEPs and 504 plans compare? Watch as an expert explains the differences between them.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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The difference between IEPs and 504 plans

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Individualized Education Programs (IEPs) and 504 plans are similar but different. See how they compare in what they provide and the processes and laws involved.

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Learning Rights Law Center is a legal services nonprofit that fights for a child's right to education

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How to Find Legal Help | Special Education Lawyer, Advocate

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Knowing where to find legal help is vital to protecting your child’s rights. Here is a selected list of online legal resources.

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The Social Security and Supplemental Security Income disability programs are the largest of several Federal programs that provide assistance to people with disabilities. While these two programs are different in many ways, both are administered by the Social Security Administration and only individuals who have a disability and meet medical criteria may qualify for benefits under either program.

Social Security Disability Insurance pays benefits to you and certain members of your family if you are "insured," meaning that you worked long enough and paid Social Security taxes.

Supplemental Security Income pays benefits based on financial need.

When you apply for either program, we will collect medical and other information from you and make a decision about whether or not you meet Social Security's definition of disability. Periodically, we will need updated information about your condition. You may receive a Disability Update Report (SSA-455). This form can now be completed online.

Use the Benefits Eligibility Screening Tool to find out which programs may be able to pay you benefits.

If your application has recently been denied, the Internet Appeal is a starting point to request a review of our decision about your eligibility for disability benefits.

If your application is denied for:

Medical reasons, you can complete and submit the required Appeal Request and Appeal Disability Report online.

The disability report asks you for updated information about your medical condition and any treatment, tests or doctor visits since we made our decision.

Non-medical reasons, you should contact your local Social Security Office to request the review. You also may call our toll-free number, 1-800-772-1213, to request an appeal. People who are deaf or hard of hearing can call our toll-free TTY number, 1-800-325-0778.

Report fraud, waste and abuse

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Through the efforts of our board, staff, and many professional community partners, Crystal Stairs, Inc. helps to enhance the quality of life for thousands of children and families in Los Angeles every day.

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Chinese Parents Association for the Disabled

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A group of special needs kids had a blast at the recent CPAD's social recreational program event. This weekly event, funded by East Los Angles Regional Center, was held at a local senior community center, featured a variety of activities, including art, music, and exercise. The kids were able to express themselves creatively through art...

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Home, Chinese Parents Association for the Disabled

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SNN's Parent Advocacy Mentor Program (PAM) is our acclaimed training program that gives parents and caretakers the tools to become more effective advocates for children with special needs. Participants also gain the skills and experience to mentor other parents of children with disabilities.

Designed for both beginner and advanced advocates, the PAM program focuses on understanding systems of care, accessing regional center services, developing successful IEPs, public speaking, community organizing, and coalition building.

Sessions of the eight-week, 25-hour intensive course take place quarterly, on alternate Saturdays. Childcare, breakfast, and all reading materials are included. Participants who complete the program will receive a Certificate of Achievement.

To learn more, contact Connie@snnla.org or call 818.470.7929.

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Parent Advocacy Mentor Program (PAM) - snnla.org

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Transforming parents into mentors and advocates SNN’s Parent Advocacy Mentor Program (PAM) is our acclaimed training program that gives parents and caretakers the tools to become more effective advocates for children with special needs. Participants also gain the

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Contact Us!

Address: 5901 Green Valley Circle, Suite #320
Culver City, CA 90230-6949

Remote Business Hours: 8:00 AM - 5:00 PM

Remote Receptionist Desk: (310) 258-4000

Receptionist Email: receptionist@westsiderc.org

General Email: Info-WRC@WestsideRC.org

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Address: 5901 Green Valley Circle, Suite #320 Culver City, CA 90230-6949 Remote Business Hours: 8:00 AM - 5:00 PM Remote Receptionist Desk: (310) 258-4000 Receptionist Email: receptionist@westsiderc.org General Email: Info-WRC@WestsideRC.org

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FRN is a nonprofit dedicated to Alameda County families. We make it easier for families to navigate, advocate, get equitable access to resources - all so their kids with disabilities, development delays or special health care needs get what they need to flourish.

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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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Grant funding is part of California's largest-ever investment in public libraries
SACRAMENTO - Governor Gavin Newsom today announced that every Californian can now access free online tutoring available 24/7 through a new initiative offering homework help in every K-12 subject and skill-building resources for adult learners. The Governor also announced $254 million in grants to public libraries in 172 cities across 34 counties to renovate and improve facilities across the state. This is the first round of the California State Library's $439 million Building Forward Library Improvement Grant Program - the largest investment in public library infrastructure in California history.

Real-time homework assistance can now be accessed 24/7 here and on the websites of any of the 1,130 local public libraries around the state - click on the "HelpNow" link to reach a one-on-one tutor. The pilot program led by the State Library offers assistance in Math, Language Arts, and other core K-12 subjects in English, Spanish, Mandarin, Cantonese, Vietnamese, and Tagalog. There's no age limit to who can use the service. Adult learners can also access writing assistance, citizenship resources and other tools.

"With historic investments to give the youngest Californians a strong start in life, enrich our schools and expand supports like tutoring, we're building on our commitment to create more opportunities for every child in our state to thrive, "said Governor Newsom. "Public libraries are the hearts of communities across the state and our hubs of learning, discovery, and oftentimes - safety. While states across the nation are banning books, California is awarding $254 million in grants for our historic public libraries - an investment to make books more accessible by repairing and modernizing libraries throughout the state."

The 234 projects in this initial round of funding under the Building Forward Library Improvement Grant Program range from $14,300 to $10 million and include efforts to make libraries safer and more accessible, including their ability to be cooling centers for underserved communities. The City of Porterville, whose only library was destroyed in a 2020 fire that took the lives of two firefighters, will receive $7.2 million.

"Libraries are hubs of community activity - they are a safe haven, an escape into the wonders of reading, a place to find a meal when you need one, to create, to vote, to enrich children, to learn a new skill, and so much more," said First Partner Jennifer Siebel Newsom. "Strengthening our libraries' infrastructure - their ability to safely and effectively meet the needs of the community - is such a critical investment in the community members who rely on them."

First priority for grants was given to the state's least-resourced communities and projects that address long-delayed critical life and safety facility needs including seismic safety, heating and air system replacement, building security, and improved Americans with Disabilities Act accessibility.

"There are lots of reasons 24 million Californians have library cards. Local libraries are cornerstones of their communities and critical parts of California's education system," said Greg Lucas, California State Librarian. "Strengthening public libraries strengthens California and helps make it easier for all Californians to get the information and assistance they need to succeed and thrive."

Live, real-time homework assistance from tutors familiar with state curriculum and standards is available 24 hours a day by laptop, tablet, or phone from tutors familiar with state curriculum and standards. The State Library is working with the Pacific Library partnership to make "HelpNow" by Brainfuse available throughout the state.

"Not every family can afford a private tutor. Now through the CA State Library Brainfuse HelpNow program, every Californian can get free online tutoring. HelpNow tutors will assist all learners from Kindergartners on up build thinking and problem-solving skills. Tutors work with students through their homework challenges, and guide them to the right solution, without giving the answer," said Jack Rothstein, Brainfuse Library Services Director.

A full list of projects to be funded in this round of grants under the Building Forward Library Improvement Grant Program can be found here. Questions about the grants may be addressed to press@library.ca.gov.

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Governor Newsom Announces Free Online Tutoring Available to All Californians, $254 Million in Grants to Improve Libraries Across the State | California Governor

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Grant funding is part of California's largest-ever investment in public libraries SACRAMENTO - Governor Gavin Newsom today announced that every Californian can now access free online tutoring available 24/7 through a new initiative offering homework help in every K-12 subject and skill-building resources for adult learners.

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CA Department of Developmental Services - Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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State of California & Department of Developmental Services

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Regional Center Listings - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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California Special Education Local Plan Areas - Administration & Support (CA Dept of Education)

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Service area covered by a special education local plan and the governance structure created under any of the planning options of Section 56205, 56206, 56208, 56211, 56213, 56241, 56243, 56244, & 56245 of the Education Code.

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Free early intervention services designed to educate families about the developmental needs of children and families who are blind and visually impaired.

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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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"Children are compelled to give meaning to what is happening to them. When there is no clear explanation, they make one up; the intersection of trauma and the developmentally appropriate egocentrism of childhood often leads a little kid to think, I made it happen."

"The profound discovery was that our patients with four or more ACEs were twice as likely to be overweight or obese and 32.6 times as likely to have been diagnosed with learning and behavioral problems."

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"Children are compelled to give meaning to what is happening to them. When there is no clear explanation, they make one up; the intersection of trauma and the developmentally appropriate egocentrism of childhood often leads a little kid to think, I made it happen."

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Director of Graduate Instruction and Teacher Development
DHH Graduate Program

Angie graduated from Loma Linda University with a bachelor's degree in child development and family sciences, and worked as a general education teacher for a year before completing the master's program at the University of Southern California in education/deaf education. Angie completed a second master's degree in special education at the University of San Diego, where she conducted research on parents' satisfaction with telepractice. Angie has a clear DHH credential with authorizations in autism spectrum disorders and English learners. Angie has worked at John Tracy Center for 30 years, first as a teacher for 9 years, then as Director of Education Services for 21 years. As Director of Education Services, Angie provided the vision and supervision in John Tracy Center listening and spoken language programs, including early intervention, preschool, and itinerant services. Angie created John Tracy Center Bilingual Program in 2007 to serve the growing numbers of Spanish-speaking families. Her own bilingual skills are in demand as a speaker at local, national, and international conferences, as well as in the JTC Talks telepractice program that reaches families around the world. Presentation topics include parent empowerment, bilingual education, development of listening and spoken language skills, and mainstreaming.

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John Tracy Center - The leading diagnostic and education center for young children with hearing loss

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Director of Graduate Instruction and Teacher Development DHH Graduate Program Angie graduated from Loma Linda University with a bachelor's degree in child development and family sciences, and worked as a general education teacher for a year before completing the master's program at the University of Southern California in education/deaf education.