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Thank you for visiting the Southwestern College DSS Web page. We are delighted to support you! You can virtually chat with DSS Staff during DSS business hours by clicking the “Enter DSS Lobby” button below. We may be assisting other students when you enter the DSS lobby so please wait momentarily to be served. Thank you for your patience.

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View our Spanish & English series of 5 videos on Residential Placement 

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View our Spanish & English series of 5 videos on Residential Placement 

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Exceptional Family Resource Center - YouTube

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A New Look at Your Procedural Safeguards

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A New Look at Your Procedural Safeguards

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Updated: May, 2022
© 2022 Think Social Publishing, Inc.

Download a graphic with the 10 levels to use with students

For many, living independently doesn't just happen. It takes planning, practice, and patience. Our definition of living independently means moving throughout one's daily routines without persistent prompts or cues from another person. It involves flexibly reacting and responding to daily demands. Note: This definition does not refer to those who rely on physical supports if differently abled in motor abilities. Independence in this case is inclusive of those supports.

Over the years, our work has led us to interact and consult with many young adults who are considered "academically smart," but struggle to live independently as adults-whether in a university or work setting. Many have been given a diagnosis (ADHD, Twice Exceptional, or autism spectrum levels 1 and 2, etc.) at some time in their lives, and some have not. Almost all report challenges with Executive Functioning (EF) and have had a great deal of assistance in the form of prompts, cues, and reminders to accomplish the work required to finish high school. Many are also very talented in a defined area (e.g., violinist, scientist, inventor, etc.), and may have received large scholarships to attend the university of their choice based on their talents. While most make it through the first semester of higher education, a large percentage are unable to continue after that. Why? Our years of clinical experience have shown that intellect and academic abilities are not the problem. Rather, challenges with EF skills-the ability to sustain organization, focus, grit, and daily living practices-is the culprit.

Grades are only part of the equation

During the K-12 school years, most students are encouraged to focus on academic success as the most important indicator of accomplishment. And while many of our clients are described as smart and college bound, we rarely recognize and address their independence needs. Caregivers have pushed and prodded these individuals to wake up, get out of bed, go to sleep at a reasonable hour, eat and take medications on a regular schedule, manage homework time, study for tests, and turn in their papers right up to high school graduation.* This leaves the student with limited or no practice in these skills as well as a false sense (including for caregivers) that they are living an independent life. Then, as they move away to college, they are expected to efficiently function independently. Consider for a moment that the academic day during K-12 years is highly structured (i.e., start, stop, transition times are built in), but college life means some days will have no classes and others will be packed. This can be the wild west for many of our organizationally challenged students.

*Note: We understand that many neurotypically developing individuals also receive a great deal of reminders and support during high school. But this group is eventually able to transition into college life with only a few bumps along the way. This article is for those with social learning or EF differences and/or challenges who take longer, or possibly don't acquire skills without specialized assistance to manage themselves across a wide array of daily demands.

Going solo takes practice

Because we've seen the challenges faced by young adults who are suddenly thrust into college life, where the expectation is independence and they have had no experience or practice, we have developed a visual strategy-based framework called the 10 Levels to Independence. This framework begins with the most critical areas (sleep, medication, food) and culminates with academic learning and leisure. Each level forms the foundation for subsequent levels-and every level is critical for independence. It is never too early or too late to target these critical areas sometimes referred to as "soft skills."

Tip: Individuals can find a range of apps to help them with most of these levels-screens are for more than social media, gaming, and surfing! Learning to use the tools available through our devices can be an essential aspect of independent living.

10 Levels to Independence

1. Establish (mostly consistent) sleep and wake patterns

Waking in the morning to get to classes, work, or other appointments, for most of us, is a learned skill and requires practice. When mastered, we learn self-responsibility and awareness to meeting the requirements of the day. While parents and caregivers may think "it's no big deal" or "it's just easier" to drag their child's reluctant body out of bed every day, this is likely to backfire in the future. Keep in mind there is no one to do this once they leave home. For those who still live at home, it is a perfect opportunity to practice this forever life skill. We are always amazed to learn that many young adults who so heavily use their cell phones didn't realize they had an alarm function. Never assume a student is aware of how to use their technology for functional use.

Getting to bed is the bigger challenge: faced with the freedoms of living away from caregiver guidance, young adults often believe they can handle a sleep-free existence. We realize that many teens and young adults (those with EF and without EF challenges) struggle with going to bed at a reasonable time. Once emancipated, most students figure out within a couple of months how much sleep they need to manage the next day's demands. However, students with social learning differences and/or challenges are not as aware of time management and how one day's work and leisure time impacts the next day's functioning. While it is expected that all teens/young adults will have bumps and bruises with learning to manage their sleep schedule, many find they feel lonely during the daylight hours with all the demands of face-to-face interaction and that their social life begins at midnight through the internet. There is no quick solution to this problem; rather, the longer-term solution begins with teaching awareness of time management, the concepts and skills for face-to-face communication, and the importance of sleep schedules. Helping teens transition well means providing them with a level of independence prior to them leaving home so that they have started to figure out these responsibilities before they are set free!

2. Take needed medications on schedule and without resistance

Taking prescribed medications or supplements on a suggested schedule seems like a simple task, but if the individual only remembers when told (because they've always been told), then the routine will not continue when they are away from the prompt. We've worked with young adults who stay awake for 24 hours and then sleep nearly as long. This unpredictable sleep-wake schedule wreaks havoc on medication management as it throws brain chemistry off balance. Begin medication responsibility no later than high school and allow for at least four years of practice and for these routines to develop.

If the young adult no longer feels they need medication, then they should be the one to talk directly to the doctor to discuss alternatives and possible ramifications. We find that parents hold on to medication management too long and then, if their child abruptly stops, the result is negative and/or can include possibly dangerous side effects. Keep in mind that once a child becomes a legal adult, their medical doctors are not allowed to talk to the caregiver without permission.

3. Establish and maintain reasonable nutritional intake

One suggestion to support this step is to discuss the scientifically proven food-brain connection. While it is common for newly emancipated students to gravitate to junk food, they eventually find a need for some sort of reasonable nutritional intake. We have worked with individuals who were so anxious about eating around others in the school cafeteria that they were essentially living out of food machines on campus long-term. Learning strategies for face-to-face communication, including how to ask for help or directions, and how to initiate social interactions with people in a cafeteria or other campus eatery helps to promote improved nutrition.

4. Exercise and stay active

With the significant increase in screen-based addiction, a larger proportion of young adults (and older adults) are failing to take care of their bodies. The reality is that many of our clients do not enjoy, nor crave, exercise (just like the rest of us). However, with wearable technology (phones, watches), the idea of walking as an exercise is no longer taboo. We've known several clients who have found step tracking to literally be a healthy "restricted interest."

5. Monitor hygiene

Here is the reality for all of us: people notice how we look and smell. If we appear or smell dirty, the negative impact includes, but is not limited to, struggles with interacting with roommates, meeting new people, being included in peer-based group work, etc. Some young adults may not have self-awareness that their hair looks dirty, so they assume others don't notice. Others likely do notice, but often don't tell the person directly. Sadly, people tend to gossip with others when a person presents with hygiene issues. Being honest with our students about this is okay and our clients report they really appreciate trusted people being (compassionately) honest with them as they struggle to read social cues or fluidly take the perspective of others. It is also helpful for them to build time into their schedule for hygiene once they are emancipated.

6. Establish face-to-face relationships (balance of online and face-to-face social relationships)

Given the many points noted above, the challenges of face-to-face relationships can impact many different and seemingly disconnected aspects of functioning independently. Face-to-face interactions can be one of the best ways to ward off mental health challenges. Knowing how to establish and maintain different types of social relationships-such as asking for help, establishing acquaintance-based relationships, and managing a friendship-are all part of the adult living experience. A mix of face-to-face, online, and social media connections can be a protective factor against budding mental health challenges. The research is showing that individuals who spend a lot of time on screens to satisfy their need for social relationships are less satisfied with those relationships when compared to face-to-face relationships. This is the case for both neurotypicals and neurodivergent students.

Many of our clients say, "I already know how to do all this social stuff. I'll wait until college to try it out." The reality is that it's tough to just start being friendly to those you don't know without practice. Talk to your students about building their social intelligence muscle in the same way that we talk about building science knowledge and physical strength. In summary, all relationships (online and face-to-face) are good-but it's best to have a balance.

7. PLAN to get organized

One component of the Social Thinking Methodology is to teach the difference between a goal and an action plan. A goal is something one thinks about, and an action plan is something one does. The key ingredient is to regulate one's emotions to carry out the action plans to achieve our self-determined goals. An essential step in getting organized is taking the time to create a set of action plans to meet a specific goal. Knowing what needs to be done and when it should be done is a critical step prior to doing the work. Problems arise when a person creates plans and then doesn't do anything to carry out the plans. While organized thinking is an essential part of the organizational process, it may lead some to "talk the talk" rather than "walk the walk"; for this reason, we separated level 7 from level 8 in this framework.

8. DO what you planned:

This is called "walking the walk" and it begins after organizing one's thinking (level 7). To carry out our plans requires motivation, grit, and managing our behaviors and emotions when we are less than thrilled with the task. A significant part of becoming self-reliant and independent is having strategies to follow through with doing things when the task makes us uncomfortable (e.g., long-term project, difficult math, meeting someone new, computer programming, etc.). Harnessing motivation and accomplishing action plans are essential to being a college student or employee.

How can we teach students to create their own motivation to tackle less exciting schoolwork?, We teach students to be to learn to be comfortable with discomfort. We also teach awareness about falling into the pit of the "nowness of now." The nowness of now rut occurs when students seek relief right now from anything that makes them feel uncomfortable. For example, when doing an assignment, going to a class, doing boring work, meeting people to work on a project, etc. Please refer to helpful strategies about tackling the "doing" part of projects (Sarah Ward and Kristen Jacobsen (www.efpractice.com). Also, www.CHADD.org provides a wealth of information about how to manage EF challenges for those with ADHD.

9. Learn new information

Notice that this is level 9 and not the first step! However, most of our students think school and, ultimately, going away to college simply means academic learning. The ability to learn new information in higher education (or in the real world) means that you've figured out the first eight levels. If you aren't sleeping, eating well, and generally taking care of yourself, then learning is negatively affected. If you are completely dependent on a parent/caregiver to set your goals and coach you through the action, then your chances of independence diminish greatly. Parents and professionals should work with younger students to see each of these levels to independence as equally important in one's evolution.

10. Connecting leisure time to budgeting

While childhood includes many hours of leisure time, adulthood requires finding a balance in this independence trifecta: 1) establish a work or career path, 2) seek and maintain relationships, and 3) pursue leisure activities simply for leisure. The tricky part is balance. If one's leisure activities, for example, gaming, overtake work or homework/studying, then one may not be considered capable of living independently.

Without a job, and even sometimes with one, money management challenges can grind the independence wheel to a halt. Parents/caregivers and schools should begin teaching how to make a simple budget and stick to it starting in middle school (even if the adults struggle with budgeting themselves). There are numerous apps, bank resources, and simple courses that have made the process more streamlined. Unfortunately, most high schools in the U.S. have phased out practical math and related life skills of managing checking accounts, etc. in lieu of spending more time on educational standards-based information. Many of our students end up with big scholarships, poor money management, limited spending oversight, and eventually unplanned debt.

On the other hand, if work (or leisure) outweighs time spent seeking relationships, then the outcome may be loneliness, depression, and anxiety. In fact, our definition of success in high school is to graduate with one's mental health intact. We can all support this by avoiding a singular focus on getting good grades over managing one's anxiety and depression. Having solid to strong mental health allows for more flexible thinking and problem solving. Keep in mind that treating one's mental health may also include teaching social learning and related social skills along with in EF skills for managing oneself and one's resources (organizational skills, self-regulation of emotion, etc.).

So, why not talk about independence starting in upper elementary and middle school. Give students the chance to practice and practice and struggle and practice some more to have the best chance of living independently. Tackling these 10 levels early and often will help prepare them to succeed in the transition to adulthood on whichever route-university or work life-is traveled. Having the foundational tools for living independently is a recipe for well-being in later life. Let's all do our part to support the journey.

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For many, living independently and flexibly responding to daily demands doesn't just happen without support. We've developed a visual strategy based framework called the 10 Levels to Living Independently to help kids and young adults practice 10 essential independence skills before they venture out on their own.

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At the "Process" level, users will find broad categories that mirror five stages of conflict (prevention, early disagreement resolution, conflict management, formal procedural safeguards, legal review), with degrees of intervention suggested for each stage. On this Continuum, the earliest stage of conflict management is prevention, where conflicts may be avoided through parent engagement, building communications skills or other dispute preemption practices. After this first stage, disagreements or conflicts may be resolved through third-party assistance, or, if needed, through more formal procedural or legal actions.

Under each of the "process" levels are several "sub-processes," clusters of like dispute resolution practices offered by state or local education agencies or, in some cases, by another entity. For example, many different facilitation models are offered throughout the United States. You will find detailed information about some of these programs under the "Facilitation" sub-process. Similarly, there are several examples in which parents help other parents. These can be found under the sub-process, "Parent-to-Parent Assistance."

CADRE has done its best to confirm the accuracy of this information. Programs and the personnel responsible for them may change without our knowledge. Inclusion in the CADRE Continuum of Processes and Practices does not constitute endorsement by CADRE or the Office of Special Education Programs at the U.S. Department of Education.

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At the “Process” level, users will find broad categories that mirror five stages of conflict (prevention, early disagreement resolution, conflict management, formal procedural safeguards, legal review), with degrees of intervention suggested for each stage. On this Continuum, the earliest stage of conflict management is prevention, where conflicts may be avoided through parent engagement, building communications skills or other dispute preemption practices.

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CA Paid Internship Opportunities Chart (PIP)

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CA Paid Internship Opportunities Chart (PIP)

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CA Paid Internship Opportunities Chart - 1-23-2024

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Rights of Individuals with Developmental Disabilities

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Rights of Individuals with Developmental Disabilities

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A conservatorship is a court process where a judge decides whether you can care for your own health, food, clothing, shelter, finances, or personal needs. A judge can take some of these important rights away from you.

What is a conservatorship?

A conservatorship is a court process where a judge decides whether you can care for your own health, food, clothing, shelter, finances, or personal needs. A judge can take some of these important rights away from you. The judge can choose another person to make decisions for you. The court calls that person a "conservator." The court calls you the "conservatee."

Conservatorships are only for people 18 years of age or older.

What are the different types of conservatorship?

There are different types of conservatorships in California:

General Probate Conservatorships

LPS (Lanterman-Petris-Short Act) Conservatorships

Dementia Conservatorships

Limited Conservatorships

What is a limited conservatorship?

Limited conservatorships are for people with intellectual and developmental disabilities. The goal of a limited conservatorship is for you to be as self-reliant and independent as possible. It allows you to keep some rights so you can make some decisions about your life. A judge will decide what decisions the conservator will make for you.

Who can be appointed as your limited conservator?

A limited conservator must be 18 years of age or older. You can suggest someone you know, such as a family member or friend. The judge must consider your suggestion first. But the judge has the final say, and they can choose someone else. The judge can also choose more than one limited conservator ("co-conservators"). Sometimes a private professional conservator is chosen. The county public guardian, a regional center, or the Department of Developmental Services (DDS) may be appointed if no one else is available.

If the Department of Developmental Services is appointed as your conservator, it must give the day-to-day responsibilities your regional center and monitor how you and the regional center are doing. Starting January 1, 2023, regional centers can no longer be a person's conservator on their own.

How is a limited conservatorship established?

A proposed conservator files a petition with the court. A copy of the petition must be given to you.

Copies of the petition are sent to some of your relatives and agencies such as the regional center.

A court investigator is assigned to your case.

You must go to the hearing unless the judge approves an exception. A judge will appoint an attorney to represent you.

What is the court investigator's role in the limited conservatorship process?

A court investigator must:

Explain and review the petition with you.

Interview you and tell you about the conservatorship process. Determine whether you:

Are able to attend the hearing,

Want to challenge the conservatorship,

Object to the proposed conservator or prefer another person.

Meet with you every year to talk about whether you want to end the limited conservatorship and whether there are other options (and then tell this to the judge).

What is the regional center's role in a limited conservatorship?

With your consent, the regional center must assess you and submit a report to the court. The report must include:

The nature/degree of your disability.

What assistance you need.

Your physical condition.

Your mental condition and social well-being.

Recommendations about the specific rights requested in the petition.

If the proposed conservator is a service provider, the report must include comments about whether the service provider would be appropriate to meet your needs.

A copy of the report must be sent to you and your attorney at least 5 days before the hearing.

What are my rights in the limited conservatorship process?

You have the right to:

Be told what rights will be taken away and how the conservatorship will affect your rights.

Receive notice and copy of the conservatorship petition at least 15 days before the court hearing.

Have an attorney represent you. If you don't have an attorney, a judge must appoint one for you.

Receive a copy of any reports given to the judge by your family, friends, regional center, and others.

Be at the conservatorship hearing.

Challenge the conservatorship.

Have a jury trial if you ask for one.

Receive information in plain language about your rights, your conservatorship, the court process, and ending or changing your conservatorship.
The judge must give you this information 30 days after you are put into a conservatorship and every year after that.

What rights can the judge take away from me in a limited conservatorship?

The judge may take away some or all of these rights:

To determine residence.

To have access to confidential records.

To get married.

To enter into contracts.

To give consent for medical treatment.

To control social and sexual contacts.

To make educational decisions.

How can I show that I don't need a conservator?

You can show that you are able to care for your health, food, clothing, shelter, finances, or personal needs. You can use supports and services such as alternatives to conservatorships including supported decision-making to help you.

If the court determines that I need a limited conservator, what are the conservator's duties and responsibilities?

A conservator has a high duty to do what the judge has appointed them to do, which is make decisions for you. This may include:

Helping you get support services, education, medical and other services that will help you become as independent as possible.

Responding to a crisis when needed.

Helping you manage your personal or financial needs.

At all times, your conservator must help you make your own decisions, inform you of decisions they make, and support you in being as independent as possible.

The judge must also provide your conservator with information about limited conservatorships, including how to help you make your own decisions, how to end or change the conservatorship, and what their responsibilities are as your conservator.

What are less restrictive alternatives to a limited conservatorship?

Before a person/DDS can ask the court to become your conservator, they are required-by law-to consider other options. These are called "less restrictive alternatives," and they may postpone or get rid of the need for a conservatorship. Your proposed conservator must tell the judge which alternatives were tried and why alternatives won't work. The judge must consider whether alternatives could work if you had the right services and supports.

General Alternatives

Supported Decision-Making:

Supported Decision-Making (SDM) is when you use trusted friends, family, and professionals to help you understand situations and choices in your life. It is a way to increase your independence. It encourages you and gives you the power to make decisions about your life as much as possible. SDM is how most adults make daily decisions. SDM also:

Helps you to make things happen in your life.

Helps you to make choices about where, how, and with whom you live

Helps you to make choices about where you want to work.

Helps you to take action in your life instead of someone acting for you.

Allows you to have a more positive quality of life.

Increases your employment opportunities, independence in daily life, and community integration.

You can choose to practice SDM with or without a written agreement.

If you choose to use a written agreement, you can create a written SDM agreement where you choose who your supporter(s) will be. For example, you can choose a sibling to help you make decisions about money, or you can choose a friend to help you make decisions about your health. You can also choose to make some decisions by yourself-for example, you can choose to make decisions about your home by yourself. Having an SDM agreement does not prevent you from acting independently of that agreement, and it cannot be used as evidence that you cannot make decisions for yourself. You can end your SDM agreement at any time.

There are rules about written agreements that you and your supporter must follow if you want other people to recognize those agreements. Written SDM agreements must be:

In plain language,

Signed by you and your supporter(s) in front of witnesses,

Reviewed at least every two years, and

Include...

What you want support with,

What your supporter(s) agree to help you with,

Your supporter(s)' agreement to their responsibilities as supporters,

Information about your right to report abuse, and

Any other relevant documents about decision-making (such as the other alternatives to conservatorship that are discussed below)

You can find more resources about SDM, including example SDM agreements, here: https://supportwithoutcourts.org/sdm-resources/

Durable Power of Attorney:

This is a legal document where you give someone you trust the legal right to make decisions for you. It is a way for you to get help with the supports and services you need to live independently. You can give someone the right to make one kind of decision, like medical or financial, or give them the right to make both kinds of decisions.

Other General Alternatives:

You can join self-advocacy groups such as People First, or get self-advocacy training to help you learn how to communicate and advocate for what you need.

You can have your choices written into your IEP or IPP.

You can prepare for your IEP or IPP by practicing role-playing and talking about what your needs and desires are with someone you trust.

You can find facilitators to assist you to make decisions.

Specific Alternatives

Alternatives for getting services in your IEP or IPP:

You have the right to invite people to your IEP or IPP meeting that will support you in advocating for the services you need to be independent. Advocates can be:

Your service coordinator.

Your family and people in your circle of support.

A trained advocate.

Alternatives for deciding where and with whom you live:

Discuss your desires and options/choices with someone you trust such as your:

Circle of support (people you trust and who support you).

Independent Living Services (ILS) provider.

Supported Living Services (SLS) provider.

Community Care Facility or Intermediate Care Facility staff.

Ask trusted people how you can get help with rent or applying for Public Housing Assistance.

Advocate at your IPP and get your choices written into your IPP.

Alternatives for access to your confidential information:

If you would like someone you trust to get your confidential information, you can give permission by using one of these options:

Sign a HIPAA medical release form.

Sign a consent to release form for information or records.

You and another person can call the agency together and you can give your permission over the phone.

Alternatives to help you manage your money:

You can sign a power of attorney for finances. This authorizes someone you trust to make decisions about your finances and money. The financial power of attorney must be notarized. You can end it whenever you want.

You can pick someone to be your SSI/Social Security benefit representative payee.

There are laws to help protect your SSI/Social Security benefits.

You can have services written in your IPP to help you with managing your money, like your independent living services worker.

A Special Needs Trust can be created for you. A trustee would then manage your money.

Joint bank accounts: you can set up a joint account with someone you trust to help you write checks, make deposits or withdraw money.

Alternatives to help you with your healthcare needs:

You can sign an Advance Health Care Directive, so that your desires will be followed. It requires either two witness' signatures or to be notarized and can be changed or end whenever you want.

Since you are the patient, doctors must tell you the risks and benefits of a treatment, other available treatments and what happens if there is no treatment.

If you are unable to make a decision:

Your closest relative available (such as a parent) can authorize healthcare.

Your regional center can authorize some medical, surgical, or dental care in some situations. Doctors or dentists can make decisions in an emergency.

Court authorization is required for specific medical operations.

If you are a resident in an ICF/SNF, an interdisciplinary team can approve medical treatment, if no one with legal authority to make medical decisions is available.

Alternatives to help you with your social/sexual relationships:

Services in your IEP or IPP could include supports to help you with relationships such as counseling, independent living services, and supported living services. You could also get an education in the areas of social skills, safety awareness, and how to have healthy relationships with others. This can include relationships with boyfriends and girlfriends.

Alternatives to help you with your educational decisions:

You can give someone you trust the right to make your educational decisions. You can have a durable power of attorney or an assignment of educational decision making authority.

Alternatives to help you file a case in court:

If you need to file a case in court, the court can appoint someone to help you talk to your lawyer and deal with the court. This person is called a Guardian ad Litem. The Guardian ad Litem would take your place in court if you are not able to go to court or understand.

Do I have to pay court fees and costs in my conservatorship case?

The court will determine whether you must pay filing fees, legal services fees and court costs.

What powers are NOT available in a limited conservatorship?

A conservator cannot:

Control your wages from a job or salary,

Approve harmful medical treatment,

Force medication therapy on you,

Have you sterilized so you cannot have a baby,

Have you committed to an institution,

Agree to electro-convulsive shock therapy (ECT),

Agree to psychotherapy,

Have any other powers NOT specifically ordered by the court.

What rights do I keep in a limited conservatorship?

You keep your right to:

Control your own wages or salary,

Make or change a will to say who gets your personal items when you die,

Get married unless the judge specifically takes that right away,

Receive personal mail,

Vote unless the judge specifically takes away that right, Be represented by an attorney,

Ask for a new conservator,

Ask for the conservatorship to end.

What can I do if I disagree with my conservator or want to end the limited conservatorship?

Reach out to your attorney, probate court investigator, regional center, day program, or support staff. You can also contact Disability Rights California and/or the Office of Clients' Rights Advocacy; our contact information is listed at the end of this document.

Ask for a court hearing. As of January 1, 2023, a new law in California requires judges to give you and attorney and set a hearing date if you tell them you want to end your conservatorship.
If your conservator agrees to end the conservatorship and other less restrictive alternatives are available, the court can end the conservatorship without needing to have a hearing.

When does a limited conservatorship end?

When ended by a judge.

Upon the death of the conservator or conservatee.

A court order saying that the limited conservatorship is no longer needed.

Conservator files a petition with the court to resign.

How will I know if a limited conservatorship has been ordered by the judge?

You will receive a copy of the judge's order.

The judge's order will tell you what rights have been given to the conservator.

How will others know that I have a conservator?

The conservator must give other people an official copy of the Letters of Conservatorship. The official copy must include the completed certification section of the Letters of Conservatorship before they can be treated as a conservator.

What if I need more help?

For further information call:

Disability Rights California

1-800-776-5746 (TTY 1-800-719-5798)

Office of Clients' Rights Advocacy

Northern California: 1-800-390-7032 (TTY 877-669-6023)

Southern California: 1-866-833-6712 (TTY 877-669-6023)

We can help by:

Telling you about your rights

Telling you about alternatives to conservatorship

Talking to or helping you talk to your attorney, probate court investigator, and others who could help you.

Disclaimer: This publication is legal information only and is not legal advice about your individual situation. It is current as of the date posted. We try to update our materials regularly. However, laws are regularly changing. If you want to make sure the law has not changed, contact DRC or another legal office.

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A conservatorship is a court process where a judge decides whether you can care for your own health, food, clothing, shelter, finances, or personal needs. A judge can take some of these important rights away from you. A conservatorship is a court process where a judge decides whether you can care for your own health, food, clothing, shelter, finances, or personal needs.

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California | Supported Decision Making

Supported Decision-Making: What Supported Decision-Making is and why it Matters - YouTube

Supported Decision Making Civil Liberties and Alternatives to Guardianship - YouTube

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University of California Television (UCTV)

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Supported Decision Making Civil Liberties and Alternatives to Guardianship

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Dept. of Defense Information for Family Members

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Dept. of Defense Information for Family Members

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MOAA - New DoD Instruction Offers Critical Step Forward for Families With Adult Special-Needs Dependents

134230p.PDF

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Family Resources | Think College

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Supplemental Security Income at Work Toolkit

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Supplemental Security Income at Work Toolkit

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Help for people who receive Supplemental Security Income about employment's impact on SSI benefits, with info on work incentives and keeping Medicaid.

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Using a MAP for person-driven planning Caren L. Sax, Ed.D., CRC SDSU Interwork Institute. - [PPTX Powerpoint] (documents.pub)

https://vdocument.in/person-driven-planning-take-charge-leading-the-transition-to-adulthood-caren.html

49-TakeCharge-SD2013Transition_1029201535134.pdf (catransitionalliance.org)

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Using a MAP for person-driven planning

Caren L. Sax, Ed.D., CRCSDSU Interwork Institute

The Flow of the Plan

Celebrate the little things; what are we

learning? What's next?

Action plan - who will do what?

What does s/he want,

need?

Strengths, interests, choice,

preferences

Nightmares,things that may get in

the way

Dreams, visions for the future

Gathering history; how did we get

here?

The Driving Questions1. How do we describe people?- Focus on gifts, capacities, dreams & desires

2. How do we think about and plan for the future?- Plan a future rich with community life

3. Who makes the decisions; who is in control?- Support personal & community decision making

4. What do we believe about community?- Build community & accepting relationships

5. What do we believe about services?- Adapt & change services

Setting up the frames

- Participants: who's attending, who do they represent (friends, family, school, community, professionals)

- History: how did the individual get to where she is today (highlights, milestones)

- Places: where does she spend her time- Choices: which are made by her; which are

made by others; which are joint decisions

More frames

* Preferences: things that work (motivating, interesting, bring happiness); things that don't work (boring, frustrating, upsetting)

* Dreams: (short or long term) in various life areas

* Action plan: who's going to do what, by when, who's going to follow up

Additional frames to consider

* Health considerations: depending on individual needs (what's working, what's necessary in medication, special care/equipment)

* Respect: positive qualities/behaviors that enhance respect; odd/unusual behaviors that might prevent individual from being respected

Follow up meetingsWHAT'S HAPPENING?

IS IT OK? IF NOT, WHAT TO CHANGE?

Living arrangements

Work

Recreation

Social scene

Other

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download using a map for person-driven planning caren l sax edd crc sdsu interwork institute

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Using a MAP for person-driven planning Caren L. Sax, Ed.D., CRC SDSU Interwork Institute. - [PPTX Powerpoint]

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Using a MAP for person-driven planning Caren L. Sax, Ed.D., CRCSDSU Interwork Institute The Flow of the Plan Celebrate the little things; what are we learning? What's next? Action plan - who will do what? What does s/he want, need?

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https://www.icoe.org/selpa/resources/transition-partnership-program

Imperial Valley Regional Occupation Program - Imperial Valley Regional Occupational Program (ivrop.org)

https://www.imperial.edu/students/dsps

https://www.cde.ca.gov/sp/se/st/

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https://www.sdccd.edu/about/departments-and-offices/student-services-department/dsps/index.aspx

Disability Resource Center – Counseling Services Division (palomar.edu)

https://www.swccd.edu/student-support/disability-support-services-dss/index.aspx

https://www.miracosta.edu/student-services/sas/index.html

https://www.grossmont.edu/student-support/accessibility-resource-center/index.php

https://www.cuyamaca.edu/student-support/additional-support-and-assistance-programs/dsp-s/index.php

Disability Support Programs and Services | San Diego College of Continuing Education (sdcce.edu)

https://www.sdcoe.net/special-populations/special-education

Disability Support Services | CSUSM

Student Ability Success Center HOME | SDSU

https://www.cde.ca.gov/sp/se/st/

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Apply for Services
San Diego and Imperial County

Apply for Early Start Services for Children 0-3 Years Old

Your request for service starts with a phone call.

The EFRC Family Support Liaison will explain the Early Start Program and gather information about your child needing services during the call. The coordinator will secure your permission to share the information with the Local Education Agency infant program. A referral is made for a service provider to contact you for an evaluation if your child has not had one. A service coordinator is then assigned to coordinate the assessments and plan for needed support and services. Eligibility must be determined within 45 days of the initial request. If the child is found eligible for the program, an Individualized Family Service Plan (IFSP) is developed in collaboration with the family and any other participating agencies providing early intervention services. If the child is found not eligible, the family will be referred to other appropriate resources to address their concerns.

​

In San Diego and Imperial County, the intake process for California Early Start was designed to allow for multiple points of entry into the program. A referral can be made to one of several participating agencies to request service.

Apply for Services for Individuals
Age 3 and Over

The request for services generally starts with a phone call to an On-Call Coordinator who explains the SDRC services and gathers information about the applicant.

​

If the applicant is deemed appropriate for an assessment, an Intake Service Coordinator is assigned to his or her case and contacts the family to schedule an appointment.

The appointment provides an overview of available services through SDRC and an explanation of the intake process. The application forms are also completed with the help of the coordinator. Eligibility is required to be determined within 120 days following the intake meeting.

If the applicant is eligible for regional center services, a meeting is held to formulate an Individual Program Plan (IPP). The plan must be completed within 60 days of the eligibility determination. For ongoing services, the case is transferred to a Client Services unit serving the geographic area in which the client resides.

​

If a person is found not eligible for services within the regional center's definition of a developmental disability, the coordinator will refer the person to community resource(s), and the case will be closed. If the person and family disagree with the decision, they will be given information about the appeal process.

Apply For Services (over 3)

1) Review the new instructions/procedures for submitting an electronic Inquiry Request via SeamlessDocs.

Instructions in English

Instructions in Spanish

2) Submit the Inquiry Request Form(s).

Inquiry Request for Ages 3-17: English | Spanish

Inquiry Request for Ages 18 and Up: English | Spanish

*MUST be initiated by the adult applicant or legally appointed conservator.

​

3) The SDRC Intake Department will review the information and contact you.

4) Download the Resource List of Services in the San Diego area.

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Apply For Services | San Diego Regional Center

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Apply for Services San Diego and Imperial County Apply for Early Start Services for Children 0-3 Years Old Your request for service starts with a phone call. The EFRC Family Support Liaison will explain the Early Start Program and gather information about your child needing services during the call.

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https://www.ssa.gov/ssi/

Social Security Online - The Red Book - A Guide to Work Incentives (ssa.gov)

The Work Site - Work Incentives Planning and Assistance (ssa.gov)

BPQY_Handbook.pdf (ssa.gov)   (Benefits Planning Query)

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SSA Publication No. 64-030, (Red Book), January 2023, ICN 436900 ( Español).

The Red Book serves as a general reference source about the employment-related provisions of the Social Security Disability Insurance and the Supplemental Security Income Programs for educators, advocates, rehabilitation professionals, and counselors who serve people with disabilities.

To Order Printed Publication, select Order.

To Order the Red Book in Alternative Format, select Alternative Format.

Please note that PDF Versions require the Adobe Acrobat Reader. You can download a copy of the program from the Adobe Web Site.

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This is the main page for the Red Book, which serves as a general reference source about the employment-related provisions of Social Security Disability Insurance and the Supplemental Security Income Programs for educators, advocates, rehabilitation professionals, and counselors who serve people with disabilities. Choose the English or Spanish version.

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Divisions | ICDSS (imperialcountysocialservices.org)

In-Home Supportive Services (sandiegocounty.gov)

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https://dor.ca.gov/Home/StudentServices

https://dor.ca.gov/Home/IndependentLiving

https://www.dor.ca.gov/Home/SupportedEmploymentProgram

https://www.dor.ca.gov/Home/CppCollegetoCareer

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1. Home

2. What We Do

3. Policy and Regulations

4. Order of Selection

5. Job Seeker-Consumer

6. Supported Employment Program

The Supported Employment Program provides activities and services, including ongoing support services, needed to support and maintain an individual with a most significant disability, including youth with most significant disabilities, in an integrated employment setting for the term of employment.

FREQUENTLY ASKED QUESTIONS

What If I Want to Work But I Need Help to Learn and Do My Job?

The Department has a Supported Employment Program that can provide a job coach to help you learn your job, do well at your job, and keep working.

How Does the SEP Work?

The DOR partners with Community Rehabilitation Programs, which provide a range of vocational rehabilitation services directly to DOR consumers.

How Will a Job Coach Help Me?

A job coach supports an individual in learning and performing their job duties. Job coaching can be provided individually or in a group. If you receive individual support, job coaching will be gradually reduced until you can perform most, if not all, of your job duties without assistance.

How Long Can I Receive Supported Employment Services?

DOR Supported Employment services are typically limited to 24 months. After you and your counselor decide that you are in a good job match, the DOR will help you transition to extended services. These include services through regional centers or other funding sources or "natural supports" from business supervisors, friends, or family members.

How Do I Get Supported Employment Services?

You can apply for Supported Employment and other DOR services through our application process.

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

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https://www.sandiegocounty.gov/hhsa/programs/bhs/

https://bhs.imperialcounty.org/

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State Council on Developmental Disabilities

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State Council on Developmental Disabilities

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SCDD | State Council on Developmental Disabilities (ca.gov)

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Self-Advocacy Resources | Disability Rights California

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Materials and publications in this section help you understand your rights so you can advocate for yourself or another person. If you have any questions or need more help, contact Disability Rights California at 1-800-776-5746, or TTY at:1-800-719-5798: available M-F, 9:00am - 4:00pm.

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Family Involvement & Partnerships - Special Education (CA Dept of Education)

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This page will highlight the topics and links from other sections of this Web site, which are of particular interest and will provide information, resources and support to parents, guardians and families of children with disabilities.

Complaint Support Unit

Provides technical assistance information and resources for parents, school districts, advocates, agencies and others of procedural safeguards regarding students between ages 3 and 21 with disabilities and their educational rights.

Toll-free Help Line: 800-926-0648; Weekdays, 9:00 a.m. to 4:00 p.m.

Videophone Line: 916-374-7182 (deaf/hard of hearing); Weekdays, 9:00 a.m. to 4:00 p.m.

Email: speceducation@cde.ca.gov

FAX: 916-327-3704

Rights of Parents and Children

Special Education Rights of Parents and Children Under the Individuals with Disabilities Education Act, Part B - Notice of Procedural Safeguards (English) | DOC
This document complies with the final federal regulations, effective October 13, 2006, implementing the Individuals with Disabilities Education Act, as amended in 2004.
Available Translations of the Notice of Procedural Safeguards

Parents' Rights (Updated 25-Nov-2015)
A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

Resources

Training on Writing IEP Based on State Standards
Writing measurable annual goals and objectives in the IEP related to California Content Standards.

National Autism Center Standards Project
Provides critical information about which treatments have been shown to be effective for individuals with Autism Spectrum Disorders.

California Parent Organizations (Updated 29-Nov-2016)
List of California agencies providing resources for families of children with disabilities.

Reasons for Concern (Revised 08-Jan-2014)
When you suspect your child or a child in your care may have a disability or special need(s).

Diabetes Management in Schools
Information to assist schools in effectively managing diabetes, one of the most common chronic diseases in school-aged children.

Algebra I/Mathematics I Graduation Requirements
Frequently asked questions for Algebra I graduation requirements.

ED Response to Report Card and Transcript Questions (Posted 24-Aug-2006)
United States Department of Education clarifies issues regarding grade reporting for students with disabilities.

Early Start
A child with or at risk of developmental delay or disability can receive an "Early Start" in the State of California. The California Department of Developmental Services plans, develops, implements, and monitors the statewide early intervention services system in collaboration with the California Department of Education.

National Dissemination Center for Children with Disabilities
A central source of information on IDEA, No Child Left Behind (as it relates to children with disabilities) and research-based information on effective educational practices.

Resources in Special Education (RiSE) Library
RiSE Library is located with Parents Helping Parents (PHP) of Santa Clara, a Parent Training and Information Center (PTI), in an effort to enhance parent partnerships.

Last Reviewed: Wednesday, April 17, 2019

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This page will highlight the topics and links from other sections of this Web site, which are of particular interest and will provide information, resources and support to parents, guardians and families of children with disabilities.

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https://www.disabilityrightsca.org/get-help

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OCRA (Office of Client Rights Advocacy) 

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OCRA (Office of Client Rights Advocacy) 

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For Regional Center clients

https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra

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https://www.dor.ca.gov/Home/CAP

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If you encounter problems receiving services from the Department of Rehabilitation, Independent Living centers, or other projects, programs, or activities funded under the Rehabilitation Act, you may request assistance from the Client Assistance Program (CAP). A CAP advocate can provide you with information, including assistance with legal, administrative, or other appropriate action to ensure the protection of your rights and facilitate access to appropriate services.

If you encounter a problem as a consumer of the Department of Rehabilitation's Vocational Rehabilitation Program, you are encouraged to try to resolve the problem first with your counselor or their supervisor. You may have assistance from the CAP at any time. It is always your right to bring a family member, representative or CAP advocate to meet with Department staff.

CAP advocates are not employees of the Department. They are independent advocates. If you cannot achieve resolution to concerns at the local level, CAP may help request, prepare for and/or represent you at a mediation meeting, Administrative Review or a Fair Hearing.

The CAP Program is administered by Disability Rights California (DRC). Consumers can reach their CAP advocate by calling DRC's statewide toll-free number at 1-800-776-5746 or TTY: 1-800-719-5798.

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If you encounter problems receiving services from the Department of Rehabilitation, Independent Living centers, or other projects, programs, or activities funded under the Rehabilitation Act, you may request assistance from the Client Assistance Program (CAP). A CAP advocate can provide you with information, including assistance with legal, administrative, or other appropriate action to ensure the protection of your rights and facilitate access to appropriate services.

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https://www.lassd.org/

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Legal Help with Housing, Debt Collection, Repossession, Sales Contracts, Housing Discrimination, Family Law, Immigration, Federal Tax Problems, CalWorks/CalFresh/General Relief, Conservatorships, Restraining Orders, SSI. 1-877-LEGAL AID (1-877-534-2524)
TTY 1-800-735-2929

1-877-SD HEALTH (1-877-734-3258) CONSUMER CENTER for HEALTH, EDUCATION and ADVOCACY For assistance with health care access or benefits issues, and Mental Health and Title IX Patients' Rights Advocacy.
TTY 1-800-735-2929

LEGAL AID SOCIETY OF SAN DIEGO'S GUIDE TO SAN DIEGO COUNTY, CITY, AND STATE EVICTION MORATORIUMS RELATED TO COVID-19:

WHAT TENANTS AND LANDLORDS NEED TO KNOW

Please be advised that due to the U.S. being in a state of emergency, government directives and orders, and associated enforcement procedures are rapidly changing.

Legal Aid Society of San Diego, Inc. has compiled the following:

AB 3088 COVID-19 Tenant Relief Act of 2020 created 11/18/20: Click

AB 3088 COVID-19 Small Landlord and Homeowner Protections created 9/3/20: Click

Eviction Rights for County of San Diego Unincorporated Residents updated 8/17/20: Click (

Eviction Rights for City of Carlsbad Residents updated 8/17/20: Click (

Eviction Rights for National City updated 8/17/20: Click Here (Español)

Eviction Rights for City of San Diego Residents updated 8/27/20: Click (

Unlawful Detainer Cases Procedures During Emergency Conditions FAQ: Click Here

WE ARE STILL OPERATING and PROVIDING FULL SERVICES REMOTELY, BUT OUR 3 MAIN OFFICES ARE TEMPORARILY CLOSED TO THE PUBLIC

Please call our main intake line at 877-LEGAL-AID (877-534-2524)

If you think your landlord is attempting to evict you in violation of state and local moratoriums, you can make a complaint to the City Attorney's Office by clicking this link: https://www.sandiego.gov/cityattorney/divisions/civillitigation/civilpro...

Please visit our free legal clinic information page at website at https://www.lassd.org/area/free-clinics for updates about our free legal clinics, or if you want to see if we can help you, you can submit through our online form, click here.

Thank you for your cooperation!

Providing Free Legal Assistance for People Living in San Diego County Who Qualify for Our Services

Beneath the Beauty that is San Diego, lies a shocking reality: Over 1 million of our 3 million County Residents live in Economic Hardship (at or below 200% of the federal poverty limit). These residents lack the funds to meet all of their basic needs, let alone pay for a lawyer. We are here to help

Donate Through Paypal

Use the Paypal button to donate to LASSD. You'll be taken to the Paypal website to complete the donation process.

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Legal Help with Housing, Debt Collection, Repossession, Sales Contracts, Housing Discrimination, Family Law, Immigration, Federal Tax Problems, CalWorks/CalFresh/General Relief, Conservatorships, Restraining Orders, SSI.

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https://www.sandiego.edu/law/free-legal-assistance/

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Free legal assistance may be provided in these areas:

Appellate-Handles the entire appeal from start to finish - brief to oral argument. These cases are referred from the pro bono panel at the Ninth Circuit Court of Appeals.

Civil-Includes consumer issues, breach of contract, uninsured motorist defense, fraud and consumer debt collection disputes.

Education and Disability-Represents the parents of students with disabilities in cases ranging from IEP eligibility and services, placement, discipline and expulsions, 504 Plans, and limited conservatorships.

Entrepreneurship-Provides transactional legal services for clients in high technology business startups and other emerging growth companies. Assists with key legal services needed by entrepreneurs, including structuring the business entity, financing regulations, drafting of investment and employment agreements, and protection of intellectual property.

Federal Tax-Represents lower-income taxpayers who have disputes with the Internal Revenue Service in matters such as collection action, audits, earned income tax credits and offers in compromise. Make appearances at U.S. Tax Court.

Immigration-Offers assistance with immigration-related matters including immigrating family members, work authorization, naturalization, derivative citizenship, deferred action (such as DACA - Deferred Action for Childhood Arrivals), U-visa for crime victims and VAWA for domestic violence and abuse victims.

State Income Tax-The "Tax Appeals Assistance Program (TAAP) - Franchise and Income Tax," is a joint effort between the USD Legal Clinics and the California Franchise Tax Board (FTB). Under supervision of an attorney from the FTB's Taxpayer Rights Advocate Office, students represent taxpayers with state income tax disputes against the Franchise Tax Board at the California Office of Tax Appeals (OTA).

State Sales and Use Tax-This clinic is a joint effort between USD Legal Clinics and the California Department of Tax and Fee Administration (CDTFA). Under the supervision of an attorney from the CDTFA's Taxpayers' Rights Advocate Office, students will represent clients who are appealing California Sales and Use Tax determinations.

Veterans Clinic-Provides free legal assistance to veterans, limited to disputes with for-profit institutions over the use of GI Bill funds and predatory lending, discharge upgrades and VA Disability Claims appeals. Legal services range from advice to identification of potential claims to representation of veterans in litigation, arbitration and before governmental review boards. Visit the Veterans Clinic website.

Women's Legal Clinic-This clinic will meet the legal needs of women, men, and families who are the victims of human trafficking and others by helping with domestic violence restraining orders, child custody and guardianship matters, and dissolution cases.

Workers' Rights-Assists lower-income workers with a variety of employment law issues including employee rights, discrimination, medical leave, workplace safety, unpaid wages, unemployment benefits, harassment and wrongful termination.

Other resources can be found at: LawHelpCA.org

Unfortunately, we are UNABLE to provide assistance with: Adoptions / Bankruptcy / Business Litigation / CalWorks/CalFresh/General Relief / Collections / Constitutional Rights Issues / Criminal Matters/Expungements / Estate Planning (Probate/Wills/Trusts) / Evictions / Landlord Tenant / Malpractice-Medical or Legal / Patents / Personal Injury / Preparation of Tax Returns / Real Estate / Real Property / Restraining Orders / Small Claims / SSI Appeals.

Las Clínicas Legales USD son financiados por la Universidad de San Diego y, en parte, por las subvenciones de la barra del Estado de California y el Departamento del Tesoro de Estados Unidos. Servicios están disponibles para las personas de bajos ingresos. Si usted está interesado en obtener asistencia gratuita de las Clínicas Legales de USD, o tiene alguna pregunta, póngase en contacto con nosotros al (619) 260-7470.
AYUDA LEGAL GRATUITA - A personas de bajos ingresos y sus familias

APELACIONES: Atendemos la apelación completa desde el principio hasta el fin - resumen de argumentos orales. Estos casos nos los refiere el panel de servicios gratuitos del Juzgado del Noveno Circuito de Apelaciones.

CIVIL: Incluye asuntos del consumidor, violaciones de contratos, defensa de automovilistas sin seguro, fraude, y disputas del cobro de deudas del consumidor.

EDUCACIÓN Y DISCAPACIDAD: Representa a los padres de los estudiantes con discapacidades en casos que abarcan desde la elegibilidad para recibir un IEP, para recibir servicios, la colocación, disciplina y, expulsiones, Planes 504, y tutela limitada.

EMPRESARIAL: Proporciona asistencia legal para clientes de empresas de alta tecnología, así como a empresas en crecimiento. Ofrece asistencia legal necesaria para las empresas, incluyendo la estructura en la formación de la empresa, las normas financieras y la preparación de contratos de inversión, de empleo y de la protección de la propiedad intelectual.

IMPUESTOS FEDERALES: Representa a los contribuyentes de escasos recursos que tienen pleito con el Servicio de Recaudación Interna. Ayuda con asuntos tales como acciones de cobro, auditorias, créditos de impuestos ganados, y ofrecimientos de compromiso. También comparecemos ante el Juzgado de Impuestos de Estados Unidos.

INMIGRACIÓN: Ofrecemos ayuda en asuntos de inmigración incluso inmigración de familiares, autorización de trabajo, naturalización, ciudadanía derivada, acción diferida (como DACA - Acción Diferida para los Llegados en la Infancia), U-Visa para las víctimas de crimen y VAWA para las víctimas de abuso y la violencia doméstica.

IMPUESTOS ESTATALES DE CALIFORNIA: El "Programa de Ayuda en Apelaciones de Impuestos" (conocido en inglés como Tax Appeals Assistance Program, TAAP) - Franquicia y el Impuesto sobre los Ingresos, es un esfuerzo conjunto entre las Clínicas Legales de USD y el Franchise Tax Board (FTB) de California. Bajo la supervisión de un abogado del FTB de la oficina del Programa de Ayuda en Apelaciones de Impuestos, estudiantes representan a contribuyentes con disputas de impuestos estatales sobre el ingreso contra el FTB en la Oficina de Apelaciones de Impuestos de California (conocido en inglés como California Office of Tax Appeals, OTA).

IMPUESTOS DE VENTA Y USO DE CALIFORNIA: Esta clínica es un esfuerzo conjunto entre las Clínicas Legales de USD y el Departamento de Administración de Impuestos y Cuota (conocido en inglés como California Department of Tax and Fee Administration, CDTFA). Bajo la supervisión de un abogado del CDTFA de la oficina del Defensor de los Derechos de los Contribuyentes, estudiantes representarán a clientes que están apelando la determinación de los Impuestos de Venta y Uso de California.

CLÍNICA DE VETERANOS: Provee la ayuda legal gratuita a los veteranos, limitado a las disputas con las instituciones de paga que usan fondos del GI Bill y préstamos depredadores; actualización de descarga; y apelaciones de decisiones del VA sobre Reclamos de Discapacidad. Los servicios legales abarcan desde un consejo hasta la identificación de reclamos potenciales a la representación de veteranos en un litigio, un arbitraje y antes de juntas de revisión gubernamentales.

CLINICA LEGAL DE MUJERES: Esta clínica satisfará las necesidades legales de mujeres, hombres y familias que son víctimas de la trata de personas y otros ayudando con órdenes de restricción de violencia doméstica, custodia de niños y asuntos de tutela, y casos de disolución.

CLÍNICA DE DERECHOS LABORALES PARA TRABAJADORES: Ayuda a los trabajadores de bajos ingresos con una variedad de asuntos del derecho laboral incluyendo los derechos del empleado, discriminación, ausencia médica, seguridad en el lugar de trabajo, salarios no pagados, beneficios del seguro de desempleo, acoso, y despido injustificado.

Lamentablemente, NO SOMOS CAPACES de prestar ayuda con: Adopciones / Bancarrota / Litigios Empresariales / CalWorks / CalFresh / Ayuda General / Colecciones / Cuestiones de Derechos Constitucionales/ Asuntos Criminales / Borrar los Antecedentes Penales / Planificación de Sucesión Testamentaria / Desahucios / Asuntos de Propietarios e Inquilinos / Negligencia Profesional - Médica o Legal / Patentes / Lesiones Personales / Preparación de Declaraciones de Impuestos / Bienes Raíces/Propiedad Inmobiliaria /Orden de Restricción / Reclamos Menores / Apelaciones de Seguro Social o de Seguridad de Ingreso Suplementario (SSI)
Ex ención de Responsabilidades: La Clínica Legal de la Universidad de San Diego les proporciona entrenamiento a sus estudiantes avanzados y al mismo tiempo provee los servicios legales que la comunidad necesita. Todos nuestros estudiantes están supervisados por abogados litigantes. Se harán citas para que las personas se entrevisten con los estudiantes de derecho en base a los espacios disponibles. NO atendemos a los clientes que se presentan en la Clínica sin cita. Puede comunicarse con nosotros al (619) 260-7470.

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Appellate-Handles the entire appeal from start to finish - brief to oral argument. These cases are referred from the pro bono panel at the Ninth Circuit Court of Appeals. Civil-Includes consumer issues, breach of contract, uninsured motorist defense, fraud and consumer debt collection disputes.

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Student Corner | Think College

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Welcome to Thinkcollege.net. This is a great place to start learning more about going to college. Below are some resources to help get you started.

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Local Self Determination Advisory Committee

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Local Self Determination Advisory Committee

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Self Determination Program | San Diego Regional Center (sdrc.org)

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Person-Centered Planning: Why It Is Critical for Self-Determination in California Self-Determination Conference 2014 on Vimeo

Introduction to Person-Centered Planning.

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Self-Determination Program (SDP) - CA Department of Developmental Services

https://www.whatcanyoudocampaign.org/where-to-learn-more/resources

https://www.imdetermined.org/

https://www.selfadvocacyinfo.org/self-advocacy/

http://interwork.sdsu.edu/drupal/system/files/files/CaPROMISE-02-If-I-could19-0917.pdf

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State of California & Department of Developmental Services

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Self-Determination Program (SDP) - 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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Self Advocacy Resource & Technical Assistance Center

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Self Advocacy Resource & Technical Assistance Center

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Your one-stop resource for organizing and supporting self advocacy groups Self-Advocacy Organization Resources Run a successful self-advocacy organization with resources and tools - for self-advocates, by self-advocates Organization Resources Current...

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Individuals (ca.gov)

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​If you received a letter after applying for Medi-Cal, you can find more information about your coverage on the Services page​. When you're ready to choose a health plan, learn more about them at our Managed Care Health Plan Directory.

Find out if you qualify as a Medi-Cal beneficiary, how to enroll in Medi-Cal, and learn about available programs for children with special medical conditions and seniors needing personal care. You can also find answers about the Affordable Care Act (ACA) and access general health information and resources unrelated to Medi-Cal.

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​If you received a letter after applying for Medi-Cal, you can find more information about your coverage on the Services page​. When you're ready to choose a health plan, learn more about them at our Managed Care Health Plan Directory.

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SB639 Home | SCDD (ca.gov)

Bill Text - SB-639 Minimum wages: persons with disabilities. (ca.gov)

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1191.

(a) For any occupation in which a minimum wage has been established, the commission may issue to an employee who is mentally or physically disabled, or both, a special license authorizing the employment of the licensee for a period not to exceed one year from date of issue, at a wage less than the legal minimum wage. The commission shall fix a special minimum wage for the licensee. That license may be renewed on a yearly basis. No new licenses may be issued after January 1, 2022. Upon release of the plan, as described in subdivision (c), a license may only be renewed for existing licenseholders who meet the requisite benchmarks in the development plan established in accordance with subdivisions (c) and (d). This subdivision shall remain operative only until January 1, 2025, or until the plan as described in subdivision (c) is released, whichever is later, and as of that date is inoperative.

(b) Commencing January 1, 2025, or when the plan as described in subdivision (c) is released, whichever is later, an employee with a disability shall not be paid less than the legal minimum wage required by Section 1182.12 or the applicable local minimum wage ordinance, whichever is higher.

(c) The State Council on Developmental Disabilities, in consultation with stakeholders and relevant state agencies, as appropriate, including, but not limited to, the Department of Finance, the Labor and Workforce Development Agency, the Department of Rehabilitation, the State Department of Education, and the State Department of Developmental Services, shall develop a multiyear phaseout plan with stakeholder involvement, by January 1, 2023, in accordance with the procedures set forth in subdivision (d), to pay any employee with a disability, by January 1, 2025, no less than the minimum wage otherwise required for an employee under Section 1182.12 or the applicable local minimum wage ordinance, whichever is higher.

(d) The multiyear phaseout plan, as described in subdivision (c) shall include, but not be limited to, all of the following:

(1) Benchmarks and desired outcomes for each year of the plan.

(2) A list of the resources necessary to ensure that employees with disabilities can receive services and support according to their needs and preferences of the individuals and in an integrated setting, regardless of the nature or severity of each individual's disabilities, including an assessment of the financial investment needed to transition individuals to competitive integrated employment or other services, the development of new rates for new service models or additional rates necessary for competitive integrated employment supports, and suggestions for revenue streams.

(3) A road map for applying to and using all federal funding programs, including, but not limited to, programs available under Medicaid waiver amendments, technical assistance grants under the Office of Disability Employment Policy, and resources under the federal Workforce Innovation and Opportunity Act, to assist individuals with disabilities to obtain competitive, integrated employment.

(4) Data collection and reporting requirements for tracking the following outcomes for the individual employees with disabilities who are transitioned out of subminimum wage employment:

(B) Hours worked each month.

(D) Length of employment.

(E) Services utilized to obtain competitive integrated employment.

(5) Data collection and reporting requirements that will track the following aggregate outcomes of employees with disabilities who transition out of subminimum wage employment:

(A) Total number of individuals with disabilities who are employed and paid subminimum wage.

(C) The number of individuals who were participating in a subminimum wage position that are not participating in job search activities.

(D) The number of individuals who move from subminimum wage positions to nonpaying activities.

(E) The number of individuals who move from subminimum wage positions to positions that are paid at or above minimum wage.

(e) In developing the multiyear phaseout plan pursuant to subdivisions (c) and (d), the State Council on Developmental Disabilities shall engage with and seek input from people with developmental disabilities who have experience working for subminimum wage and stakeholder organizations, including, but not limited to, the protection and advocacy agency designated by the Governor in this state to fulfill the requirements and assurances of the federal Developmental Disabilities Assistance and Bill of Rights Act of 2000, other self-advocate and family organizations, provider organizations, including representatives of organizations utilizing the special minimum wage license and those who previously utilized special minimum wage licenses and have successfully transitioned to other employment models, employer and business organizations, and vocational training programs representing those impacted by the changes made to wages for individuals with disabilities.

(f) (1) By January 1, 2023, the State Council on Developmental Disabilities shall release and publicly post a report detailing its multiyear phaseout plan as described in subdivision (c) on its internet website. The State Council on Developmental Disabilities shall also submit a copy of the report on its multiyear phaseout plan to the appropriate policy committees of the Legislature for review on or before January 1, 2023. The report shall include, but not be limited to, all of the following:

(A) Planned benchmarks developed to achieve the outcomes of the plan.

(B) Recommendations for funding levels or other resources necessary to implement the plan.

(C) Outreach and follow up for each employee with a disability who is being paid less than the minimum wage to ensure that the employee's wages are brought up to the minimum wage. This outreach and followup may include consultation with members of the employee's hiring or service coordination team, as appropriate.

(2) The requirement for submitting a report imposed under paragraph (1) is inoperative on January 1, 2027, pursuant to Section 10231.5 of the Government Code.

(3) A report to be submitted pursuant to paragraph (2) shall be submitted in compliance with Section 9795 of the Government Code.

(g) (1) The State Council on Developmental Disabilities shall publicly post on its internet website and submit to the Legislature an annual report beginning on January 1, 2024, and continuing for each year of the multiyear phaseout plan, detailing at least, but not limited to, all of the following:

(A) Status updates on the progress made to meet the developed benchmarks.

(B) Recommendations for funding levels or other resources necessary to implement the plan and an accounting of the resources invested in the multiyear phaseout plan to date.

(C) The data collected in accordance with paragraphs (4) and (5) of subdivision (d).

(2) A report to be submitted pursuant to paragraph (1) shall be submitted in compliance with Section 9795 of the Government Code.

(h) For purposes of this section, "employee with a disability" means an employee who has a "physical disability" or "mental disability" as defined in Section 12926 of the Government Code.

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Bill Text - SB-639 Minimum wages: persons with disabilities.

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(a) For any occupation in which a minimum wage has been established, the commission may issue to an employee who is mentally or physically disabled, or both, a special license authorizing the employment of the licensee for a period not to exceed one year from date of issue, at a wage less than the l…

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Competitive Integrated Employment

Competitive Integrated Employment (CIE) - California Health and Human Services

EFC-Report-2016.pdf (ca.gov)

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Self-Determination-Fact-Sheet-S-A-HQ.pdf (ca.gov)

Self Determination Program | San Diego Regional Center (sdrc.org)

Self-Determination Program (SDP) - CA Department of Developmental Services

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How it works - CalABLE

Fact Sheet Extensive - CalABLE

CalABLE Webinars

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Skip to content

Opening an account

Getting started with CalABLE is fast and easy. We'll ask for some information about the beneficiary, the qualifying disability, and how the account will be funded. To complete the setup, you'll customize your account and make decisions about the money you deposit.

You'll need to make an initial deposit of at least $25 to get started and a $1 minimum for any contribution after that. You can save money in a cash option and/or invest it in any of the program's investment options. The choice is up to you.

Picking an investment option

There are eight types of financial portfolios to pick from:

Each investment option has its own benefits and limitations. CalABLE provides a mix of options so you can find the one that is the right fit for you.

Learn more about your investment options

Adding money

With the online platform powered by Vestwell, adding money to your account is simple and intuitive. Your bank account is securely connected to the CalABLE account to protect your information. You can add money whenever you want, even as little as $1 at a time, or every month with automatic transfers and direct deposits from your SSA benefits or paycheck, to help you reach the $17,000 yearly maximum. Friends and family can also add to your account by making gift contributions.

Direct Deposits

Users can contribute to their accounts using fast, secure direct deposits from either the Social Security Administration or their paycheck.

Complete the setup process in three simple steps:

1. Log in to your ABLE account and click on "Direct Deposit" on the Total Balance tile

2. Enter your information and retrieve your direct deposit details - including a unique routing and account numbers

3. Complete the process by:

1. SSA Direct Deposit: Updating your direct deposit details with the SSA

2. Payroll Direct Deposit: Providing your employer with the direct deposit details, the same as you would with your own checking or savings account

Using your account

Just log into your account and request a withdrawal amount. The withdrawal can be sent to your bank account, electronically loaded on to your ABLE Visa® Prepaid Card, or you can request a paper check made out to the ALR or beneficiary for a small fee. You can transfer a minimum of $5 online from your CalABLE account to your bank account.

There are minimal costs associated with maintaining your account. An annual fee of $30 per year is deducted in quarterly installments from each CalABLE account. There are also low fees on the underlying investment options plus a state administrative fee. Additional fees are applied to your account if you opt out of electronic statements or request a withdrawal check, instead of doing everything online.

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How it works - CalABLE is changing the way people with disabilities can plan and save for their financial futures.

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CalABLE is changing the way people with disabilities can plan and save for their financial futures without affecting eligibility for public benefits.

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A Consumer's Guide to the Lanterman Act - English (ca.gov)

RULA – Rights Under the Lanterman Act – Disability Rights California – Rights Under the Lanterman Act

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Community Placement Plan - CA Department of Developmental Services

Developmental Center Closures - CA Department of Developmental Services

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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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The Department of Developmental Services (DDS) has a statutory responsibility to ensure that individuals with intellectual and developmental disabilities live in the least restrictive setting, appropriate to their needs. DDS designed the Community Placement Plan (CPP) and Community Resource Development Plan (CRDP) for regional centers to enhance the capacity of the community service delivery system and to reduce the reliance on the use of developmental center and other restrictive living environments. The CPP and CRDP provide funding to the regional centers for the development of a variety of resources, including, but not limited, to residential development, transportation, day services, and mental health and crisis services, within individuals' communities consistent with resource development as described in Welfare and Institutions Code sections 4418.25 and 4679(a).

The regional centers can also use CPP and CRDP funds to develop safe, affordable, and sustainable homes as a residential option. CPP and CRDP funds create permanent housing through the "Buy It Once" model where a housing developer organization (HDO) owns the property for the restricted use by regional center consumers. For this residential option, the regional centers must submit a housing proposal to DDS using the guidelines below, requesting approval of CPP and CRDP funds for the acquisition and development of HDO-owned housing for the benefit of consumers.

Guidelines

Community Resource Development Plan Priorities (CRDP)

Housing Guidelines

Last modified: February 8, 2022

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State of California & Department of Developmental Services

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Community Placement Plan - CA Department of Developmental Services

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The Department of Developmental Services (DDS) has a statutory responsibility to ensure that individuals with intellectual and developmental disabilities live in the least restrictive setting, appropriate to their needs.

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Alternative Pathways to a High School Diploma

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Alternative Pathways to a High School Diploma

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Rights of Individuals with Developmental Disabilities

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Rights of Individuals with Developmental Disabilities

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Address the questions around planning for loved ones' lives beyond their parents' lives.

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What will happen when family members can no longer care for a loved one with a disability? How can the family be sure the individual with intellectual disabilities will live the best life possible, in a safe and supportive environment? What will their child's life look like in 25 years?

The Life Planning Program provides the opportunity for families to identify the factors that will ensure the quality of life for their child throughout his or her lifetime. Parents consider what needs to be in place for the quality of life to continue when they are no longer able to provide care.

The Life Planning Program consists of a six-session workshop series designed to give families the tools they need to develop a life plan that incorporates the future needs and desires of the entire family, focusing particularly on the needs of the family member with an intellectual disability.

Each highly interactive session focuses on one component of the life planning process. Support systems, living options and legal issues, including conservatorship and Special Needs Trusts are all addressed. The program is offered in English and Spanish. Workshops are available throughout San Diego County and Imperial County.

Please contact Wendy Smith, Respite Services Coordinator at 619-938-2876 or wendy@guidinghands.org.

This service is vendored by the San Diego Regional Center; please check with your Service Coordinator to request funding. Private payment is also accepted for families that are not affiliated with the San Diego Regional Center.
Virtual Workshops Coming Soon! Vendored program funded by San Diego Regional Center. Si desea más información sobre el programa de planear la vida, comuníquese con el coordinador de servicios de relevo al (619) 938-2876.

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Life Planning Project - Home Of Guiding Hands

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What will happen when family members can no longer care for a loved one with a disability? How can the family be sure the individual with intellectual disabilities will live the best life possible, in a safe and supportive environment? What will their child's life look like in 25 years?

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Welcome to the Special Needs Trust Foundation of San Diego

A non-profit service developed to assist families establish special needs trusts for their loved ones with disabilities.
More

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Welcome to the Special Needs Trust Foundation of San Diego A non-profit service developed to assist families establish special needs trusts for their loved ones with disabilities. More

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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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Independent Living Skills

Independent Living Skills (ILS) services provide training and assistance for adults with intellectual/developmental disabilities to achieve greater independence while living with others or to acquire and maintain living independently.

ILS services are funded through the regional center and delivered in a non-licensed home or apartment. Rental assistance is offered through HUD’s Section 8 Housing Program and living expenses are paid through Supplemental Security Income or other benefits/income.

Characteristics

ILS services mostly focus on basic self-help activities that may include any of the following:

Money management

Shopping

Meal preparation

Health/medical care

Laundry

Advocacy

Psycho-social support

Supported Living Services

Supported Living Services (SLS) assist adults with intellectual/developmental disabilities establish and maintain a safe, stable, and independent life in homes they own or rent. SLS helps individuals make meaningful choices toward their personal goals in relationships and the community. SLS is offered for as long as needed and is flexible to a person’s changing needs over time.

SLS can be funded through the regional center and/or In-Home Support Services and can be supervised by the individuals themselves. Individuals who receive SLS are eligible for HUD’s Section 8 Housing Program. Their living expenses may be paid through Supplemental Security Income or other benefits/income.

Characteristics

SLS may include assistance with the following:

Selecting a home

Moving into a home

Choosing personal attendants

Choosing housemates

Acquiring household furnishings

Participating in daily living activities

Preparing for emergencies

Participating in community life

Managing personal financial affairs

Last modified: January 20, 2021

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State of California & Department of Developmental Services

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Independent Living Skills/ Supported Living Services - CA Department of Developmental Services

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Independent Living Skills Independent Living Skills (ILS) services provide training and assistance for adults with intellectual/developmental disabilities to achieve greater independence while living with others or to acquire and maintain living independently. ILS services are funded through the reg…

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Some information about Residential Options for Adults

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Some information about Residential Options for Adults

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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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Community Care Facilities (CCFs) provide 24-hour non-medical residential care to adults with intellectual/developmental disabilities who need personal services, supervision, assistance in self-protection, and support with activities of daily living.

CCFs are licensed by the Community Care Licensing Division of the State Department of Social Services and funded through the regional center.

Characteristics

Services are based upon the individual needs and within one of four distinct levels of residential care.

Level 1 - Care and supervision for individuals with self-care skills.

Level 2 - Care, supervision and incidental training for individuals with some self-care skills and no major behavior challenges.

Level 3 - Care, supervision and ongoing training for individuals with significant deficits in self-help skills, and/or some limitations in physical coordination and mobility, and/or disruptive or self-injurious behavior.

Level 4 - Care, supervision and training for individuals with deficits in self-help skills, and/or severe impairments in physical coordination and mobility, and/or severely disruptive or self-injurious behavior. The staffing in these homes corresponds to the needs of the individuals residing there.

Last modified: January 20, 2021

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State of California & Department of Developmental Services

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Community Care Facilities for Adults - CA Department of Developmental Services

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Community Care Facilities (CCFs) provide 24-hour non-medical residential care to adults with intellectual/developmental disabilities who need personal services, supervision, assistance in self-protection, and support with activities of daily living. CCFs are licensed by the Community Care Licensing Division of the State Department of Social Services and funded through the regional center.

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Programs and Coalitions of CFILC

What is it that we do? We're glad you ask! For starters, our membership advocacy cover an array people we serve on the independent living center level. To assist in focusing on each of the important areas of advocacy, we've created programs to drive those needs.

CFILC Programs

Disability Disaster Access and Resources

disabilitydisasteraccess.org

Disability Disaster Access & Resources assists individuals with disabilities and older adults in disaster readiness and recovery.

This program provides individuals with information & assistance, disaster readiness training, backup electricity support, personal preparedness planning assistance, public awareness, and Assistive Technology and Durable Medical Equipment reuse and loan closet referrals; before, during and after a disaster or electricity shut-off.

Program brochure: English PDF | Spanish PDF

Visit the disabilitydisasteraccess.org website for more information...

Coalitions of CFILC

California Assistive Technology Reuse Coalition

californiareuse.org

The California Assistive Technology Reuse Coalition supports organizations that accept and give out donations of assistive technology (AT) and durable medical equipment (DME) to people in their communities for free or low-cost. The CATRC believes Californians who are uninsured or under-insured can benefit from clean, used devices and that the practice of reuse reduces waste, which is good for the environment.

The CATRC was initially formed in November 2010 as a Task Force resulting from a CFILC organized summit in Sacramento for organizations already involved with reuse. The summit?s purpose was to discuss the state of AT reuse in California. During the meeting, action items were established to make California a more effective reuse state. The Task Force wanted to build an infrastructure for reuse in California and create a special fund for reuse centers and repairs.

Visit the californiareuse.org website for more information...

Programs and Coalitions of CFILC

What is it that we do? We're glad you ask! For starters, our membership advocacy cover an array people we serve on the independent living center level. To assist in focusing on each of the important areas of advocacy, we've created programs to drive those needs.

CFILC Programs

Disability Disaster Access and Resources

disabilitydisasteraccess.org

Disability Disaster Access & Resources assists individuals with disabilities and older adults in disaster readiness and recovery.

This program provides individuals with information & assistance, disaster readiness training, backup electricity support, personal preparedness planning assistance, public awareness, and Assistive Technology and Durable Medical Equipment reuse and loan closet referrals; before, during and after a disaster or electricity shut-off.

Program brochure: English PDF | Spanish PDF

Visit the disabilitydisasteraccess.org website for more information...

Coalitions of CFILC

California Assistive Technology Reuse Coalition

californiareuse.org

The California Assistive Technology Reuse Coalition supports organizations that accept and give out donations of assistive technology (AT) and durable medical equipment (DME) to people in their communities for free or low-cost. The CATRC believes Californians who are uninsured or under-insured can benefit from clean, used devices and that the practice of reuse reduces waste, which is good for the environment.

The CATRC was initially formed in November 2010 as a Task Force resulting from a CFILC organized summit in Sacramento for organizations already involved with reuse. The summit?s purpose was to discuss the state of AT reuse in California. During the meeting, action items were established to make California a more effective reuse state. The Task Force wanted to build an infrastructure for reuse in California and create a special fund for reuse centers and repairs.

Visit the californiareuse.org website for more information...

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Programs and Coalitions of CFILC | California Foundation for Independent Living Centers

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Programs and Coalitions of CFILC What is it that we do? We're glad you ask! For starters, our membership advocacy cover an array people we serve on the independent living center level. To assist in focusing on each of the important areas of advocacy, we've created programs to drive those needs.

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DB101 California - Disability Benefits 101: Working with a Disability in California

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Disability Benefits 101-California gives you tools and information on employment, health coverage, and benefits. You can plan ahead and learn how work and benefits go together.

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It's never too early or too late to explore the many options available for the transition to adulthood for people with disabilities!

The transition to adulthood for people with disabilities can be overwhelming and complex! For both the individual and their families and allies! Connections California: Transition to Adulthood is here to help!

This interactive timeline provides you with a GENERAL guide of what to do, and when. Information is sorted by age and #cca category! Take it slowly. Don't feel overwhelmed. Everything will happen at the right time it needs to. Click the banner below for a version of the timeline you can print at home.

If your child is as young as 12, you'll find important information in Connections California. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Understand post-high school options! Learn how to become a self-advocate! Explore different housing options! Decide when to get started with the process! Become fluent in ALL of the adulting acronyms! Connect with other families also going through the transition to adulthood with their loved one!

Connections California: Transition to Adulthood is for any person with any disability. Everything is organized into five main categories. The goal is to help you find the information you need easily for this complex and exciting life transition!

Who can use Connections California? Anyone!

What resources do we have to offer? Many!

You're not alone on this journey! Check back often for updated Connections California information and to register for webinars. Subscribe to PHP for regular updates! Search #cca for even more valuable resources!

The transition to adulthood for people with disabilities can be HARD! Connections California can make it a little bit easier!

Connections California: Transition to Adulthood is sponsored in part by the San Andreas Regional Center and the California Department of Developmental Services.

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Transition to Adulthood: Connections California

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Connections California program is designed to create a smooth transition to adulthood for people with disabilities, starting as young as 12!

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Connections California:  Transition Timeline

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Connections California:  Transition Timeline

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49-TransitionPlanningTheBasics_1029201540428.pdf

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https://illinoistransitionconference.org/wp-content/uploads/A1-Functional-Transition-Assessments-101.pdf

https://www.cves.org/wp-content/uploads/2015/08/PictureCareerInterest_Inventory.pdf

http://www.centeril.org/publications/Personal_Compentency_Framework.pdf

https://sds.kennesaw.edu/docs/Making%20my%20way%20through%20college-%20A%20Guide%20for%20Students%20with%20Disabilities.pdf

https://www.esc3.net/cms/lib/TX00001506/Centricity/Domain/14/Independent%20Living%20Skills%20Checklist.pdf

https://pueblo.gpo.gov/CAARNG/ODEP/PDF/ODEP053.pdf

https://www.pacer.org/transition/learning-center/health/planning-and-iep.asp

https://www.casey.org/media/CLS_ResourceGuides_ResourcestoInspire.pdf

http://www.sped.sbcsc.k12.in.us/PDF%20Files/tassessments/Independent%20Living/Life%20Skills%20Inventory_Independent%20Living.pdf

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https://udlguidelines.cast.org/

https://www.youtube.com/watch?v=k4nwQYuR-JM

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(P) Assignment of Educational Decision-Making Authority California Education Code Section 56041.5

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I, ________________________, having reached the age of 18 years, having never been determined to be incompetent for any purpose by a court of competent jurisdiction, and having received, at the age of majority, all educational decision making authority pursuant to California Education Code section 56041.5, hereby authorize my parent, _______________________, to make any and all decisions for me regarding my entitlement to a Free Appropriate Public Special Education.

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https://www.act.org/content/act/en/products-and-services/the-act/registration/accommodations.html

https://accommodations.collegeboard.org/

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Transition Guide (US Dept. of Education)

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Transition Guide (US Dept. of Education)

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A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. Revised May 2017. (Digital Version) (PDF)

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https://www.disabilityrightsca.org/post/webinar-2021-special-education-summit

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View the Virtual Summit

You work hard to help your child receive a safe, appropriate education with the right supports and accommodations. We know the COVID-19 pandemic and distance learning have not made your advocacy any easier. Come join Disability Rights California's knowledgeable advocates and attorneys to learn about and discuss the nuts and bolts of special education. With multiple topics offered across five days, you can join the sessions that will be most helpful to you! Come learn more about assessments, IEPs, related services and supports, behavior, bullying, transition/life after high school, and what you can do to resolve disagreements with the school.

The 5-day summit was comprised of a series of five 2 hour virtual sessions.

Early Start and Early Intervention Ages 0-3

Children ages 0-3 go through many changes and growth. Many milestones are hit at the time they should, and sometimes milestones are missed or have a difficulty of reaching. There are services and supports that can help. Come learn about what is Early Start, and Early Intervention. Learn what the process is, how it can help a child's growth and prepare them for preschool.

Special Education Nuts and Bolts

Navigating the system of special education, is a lot to learn and know. It can be overwhelming at times. Come learn tips and legal rights you have. What are the school's responsibilities? Different assessments, services to help support the need of the student. And how to have these conversations.

Speakers:
Taymour Ravandi

What to do when Behavior and Bullying Interfere with my Child's Education

Does your child have behaviors that impacts their education? Or, are they getting bullied at school? Students have rights to a safe, supportive environment. In this webinar, you will learn helpful tips to support a student who has behavioral needs or who experiences bullying.

Speakers:
Lauren Lystrup

Transition - Preparing for Life after High School

Transition can be a time in life where we move from part to another. During this session we will discuss transition from high school to life after. During the session we will cover what a transition plan is. How to get one. What should be included. And supports ready for higher education or employment.

Speakers:
Bridget Claycomb
Ivan Guillen
Ibrahim Saab

The Road to Resolution: Understanding Your Options when you have a Special Education Disagreement with the School

Special education disagreements between families and school districts happen often. For many families trying to resolve these disagreements can be stressful and scary. Join us for a live webinar to learn about the different resolution options available to you so that you can confidently advocate for your child's special education needs.

Speakers:
Ramaah Sadasivam
Lauren Lystrup

Speaker Bio's:

Bridget Claycomb

Bridget Claycomb is a staff attorney with the Youth Practice Group at Disability Rights California. She represents students with disabilities and their families using direct and systemic advocacy. Before DRC, Bridget attended William & Mary Law School, where she was deeply involved in the Parents Engaged for Learning Equality Clinic (PELE), attended the Institute for Special Education Advocacy (ISEA), participated on a local Special Education Advisory Committee, and received the Special Education Advocacy Award upon graduation. Prior to law school, Bridget was an elementary special education teacher at a dual language school. There, she used her Disability Studies background to advocate for inclusive, differentiated instruction for her students, grades kindergarten through sixth.

Ivan Guillen

Ivan Guillen works as a Senior Advocate for Disability Rights California's Pathways to Work unit. He has been employed with DRC for the past 16 years serving different roles, however, for the past 9 years his focus has been primarily on assisting individuals with disabilities to gain access to employment and services for employment. In his spare time, he enjoys spending time with his family and friends, and he likes to travel to visit new places.

Megan Lazet

Megan Lazet is a supervising attorney with Disability Rights California's Advocacy and Community Engagement (ACE) team. Before joining ACE, Megan represented people with developmental disabilities in a variety of disability-related legal matters as a Clients' Rights Advocate. Megan was inspired to become an attorney and to work at DRC by her clients with developmental disabilities when she worked at a community based adult day program and a camp for people with developmental disabilities for several years prior to law school. Megan is particularly passionate about supporting people with disabilities to become strong self-advocates who are empowered to make choices and live fulfilling lives.

Lauren Lystrup

Lauren Lystrup is a Staff Attorney with Disability Rights California (DRC). She focuses on special education and juvenile justice issues, addressing the school-to-prison pipeline and intersections of race and disability. She represents students and families to ensure youth receive the services and supports they need. Prior to working with DRC, Lauren worked as a UC Berkeley Public Interest Fellow for the National Center for Youth Law. She graduated from UC Berkeley School of Law and holds a Masters in Social and Cultural Foundations of Education from DePaul University.

Maitria Moua

Maitria Moua is a Clients' Rights Advocate who works with Central Valley Regional Center consumers and their families to advocate for the rights of people with developmental disabilities and their access to necessary services. During her time with OCRA, Maitria has particularly enjoyed the opportunities to train clients, their families, and staff on various topics from Clients' Rights to Early Start and Lanterman Eligibility. Maitria finds most rewarding the chance to witness clients develop strong self-advocacy skills and empower their peers to do the same.

Maitria previously worked for a legal non-profit organization in the health unit. Maitria holds a J.D. from the University of California Los Angeles School of Law, and a B.A. in Political Science and Asian American Studies from the University of California, Berkeley. In her free time, Maitria enjoys watching re-runs of "The Office" and playing board games with family.

Taymour Ravandi

Taymour Ravandi is a senior attorney at Disability Rights California who specializes in special education. He has represented parents and students in legal proceedings, participated on statewide stakeholder task forces, written and edited publications, and analyzed and commented on pending legislation.

Ibrahim Saab
Supervising Attorney for Outreach

Ibrahim Saab goes by his nickname, "Bebo." He received his Bachelor of Arts degree in English, with high honors, from the University of California, Berkeley in 1999. He remained at Berkeley another three years to earn a Juris Doctorate from Boalt Hall. While in law school, Bebo served as President of the Boalt Disability Law Society and helped to organize a daylong symposium on cutting edge issues in disability rights law. He also received the student services award at graduation. Prior to his current position, Bebo proudly served clients of the North Los Angeles County Regional Center as a Clients' Rights Advocate for 14 years.

Ramaah Sadasivam

Ramaah began her legal career as a litigation associate at a large regional law firm in Sacramento, where she worked on a broad range of civil cases in federal and state trial and appellate courts within California. However, she was inspired to take her career in a different direction after her child was diagnosed with a disability shortly after birth. As a parent of a child with a disability, Ramaah experienced the same challenges many parents of children with disabilities face when advocating for an appropriate education for their children. As Ramaah became more involved in her local community of parents of children with disabilities, she quickly realized that she could use her legal training to advocate for children with disabilities and their parents. Ramaah has worked on individual and systemic special education cases at Disability Rights Education and Defense Fund, Jacobson Education Law, a boutique special education law firm in Berkeley, CA, and now at Disability Rights California. Ramaah is a Supervising Attorney in the Youth Practice Group at Disability Rights California.

Tracy Walsh

Tracy is on Disability Rights California's Homelessness Prevention team, where she assists tenants and unhoused people with disabilities with housing law matters. Before moving to California, Tracy investigated and prosecuted businesses who defrauded Illinois consumers and worked to obtain injunctive relief, full restitution for consumers, and civil penalties at the Office of the Illinois Attorney General. Prior to this, she defended homeowners in foreclosure lawsuits and also worked for the circuit court's residential foreclosure division. Tracy started her public service career by prosecuting wage theft claims in federal court on behalf of nursery workers and landscapers. She began practicing law at a small firm in the Pilsen neighborhood of Chicago, working mostly on family law, housing, and criminal defense matters.

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You work hard to help your child receive a safe, appropriate education with the right supports and accommodations. We know the COVID-19 pandemic and distance learning have not made your advocacy any easier. Come join Disability Rights California's knowledgeable advocates and attorneys to learn about and discuss the nuts and bolts of special education.

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Transition Services for Students | Disability Rights California

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Transition Services for Students | Disability Rights California

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This publication is about how different agencies should help young people with disabilities as they move into adult life. This process is called TRANSITION. These agencies are school districts and the Department of Rehabilitation. Some young people are also clients of a regional center. Regional cen…

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OCALI | Transition Planning and the IEP

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Page 1 of 51

Using the Transition Planning and the IEP guide

When students are approaching their 14th birthday, the process outlined by the postsecondary transition portion of the Individualized Education Program (IEP) document assists the team's discussions as they strive to refine the adult life vision and develop a plan for the future. In this guide, Transition Planning and the IEP, individual elements are reviewed and considerations are raised for each of the elements. While these elements coordinate with the IEP process, the elements are not intended to explain how to complete a specific section of an IEP document. Instead, the elements are intended to highlight information that could enhance the content of the IEP. This guideline does not address requirements of compliance and should not be used with intent of assuring a compliant IEP document.

Transition to Adulthood and the Youth with ASD

Transition to adulthood is an exciting and important time in the life of all youth, including youth who learn differently or understand the world through a unique perspective. Many of these youth are gifted and demonstrate multiple talents. All of these youth have strengths on which to build a future. However, often they struggle to navigate a typical educational environment or adult world, resulting in the need for assistance, accommodations and/or services to reach their full potential.

During the transition years, families, educators, adult service agencies or providers may experience additional challenges when attempting to understand needs unique to individuals with ASD and the implications to transition planning. Issues such as sensory sensitivities and social or communication challenges may cause individuals to struggle in school, be fired from a job or engage in activities that put them at risk. It is critical that these needs be recognized and addressed as they have great impact on engagement in meaningful adult life. Topics such as communication, sensory processing, socialization, repetitive behaviors/routines and executive function need to be explored through age-appropriate transition assessment in order to identify the need for service and support. Strategies to address the identified needs in relation to adult employment, community living and postsecondary education should be identified and addressed in the transition plan.

**Disclaimer:

OCALI Lifespan Transitions Center connects individuals, families and practitioners with resources to expand perspectives and knowledge. Resources should be used for reference rather than as an "exact guideline" and with consideration of each individual's desired adult life goals.

Page 1 of 51

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Page 1 of 51 When students are approaching their 14th birthday, the process outlined by the postsecondary transition portion of the Individualized Education Program (IEP) document assists the team's discussions as they strive to refine the adult life vision and develop a plan for the future.

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OCALI | Transition Planning and the IEP | Complete Case Studies

An excellent way for families to understand the process and relate ITPs to their children.

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PCRN: Employability Skills (ed.gov)

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Transition Topics for Families (CA Career Center)

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Transition Topics for Families (CA Career Center)

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Parents & Guardians (calcareercenter.org)

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California Career Center tools can assist you in effectively supporting your student/s career and college planning.

Quick Start or the California Career Center User's Guide can help you quickly learn about the broad range of content available on this site. Work with your student set up a "My Stuff" portfolio account so you can learn about the site and your student can start planning!

The California CareerZone Workbook [PDF] and the California CareerZone Make Money Choices Workbook [PDF] provide ideas and step-by-step actions you can take to support your student's career and college planning.

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California Career Center tools can assist you in effectively supporting your student/s career and college planning. Quick Start or the California Career Center User's Guide can help you quickly learn about the broad range of content available on this site.

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Employment Services for Youth (ca.gov)

WorkAbility I: A California Transition Program - Services & Resources (CA Dept of Education)

Transition Partnership Program - CA Department of Rehabilitation

CA Department of Rehabilitation (WIOA)

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1. Home

2. I Am Interested In

3. Partner-Vendor-Provider

4. Cooperative Program Partner

5. Education

6. Transition Partnership Program

Transition Partnership Programs (TPP) were developed in response to the 1986 Amendments to the Rehabilitation Act and the 1983 Amendments to the Education for the Handicapped Act. The TPPs are administered through third-party cooperative agreements with select Local Education Agencies (LEAs) and the Department of Rehabilitation (DOR). Statewide, there are approximately 104 TPPs through third-party cooperative agreements with LEAs. TPPs provide enhanced, coordinated vocational services including DOR Student Services and employment preparation, job development, and short-term support services to successfully transition students with disabilities into meaningful employment.

Additional Resources

TPP VR Services Monthly Participant List (Excel)

TPP Student Services Monthly Participant List (Excel)

Resources

Related Links

Contact

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Transition Partnership Program - CA Department of Rehabilitation

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

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Providing reasonable accommodations is not an automatic process; each college determines eligibility and what reasonable accommodations will be provided based on the disability documentation provided

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The Student Accessibility Office (SAS) at (760) 795-6658 or email sas@miracosta.edu

The Student Accessibility Services (SAS) office supports students who experience a variety of disabilities, including but not limited to the following; acquired brain injury, ADHD or ADD, autism spectrum, blind or low vision, Deaf or hard of hearing, intellectual disability, learning disability, mental health disability, physical disability, other temporary or chronic health conditions & disabilities.

SAS offers a variety of academic accommodations, including:

Exam Accommodations

Note takers

Audio Recorders

Interpreters

Real Time Captioning

Alternate Format Materials (digital books, audio books, large print, braille etc.)

Alternate Media (Read and Write GOLD, Glean Note Taking Software, Kurzweil)

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The Student Accessibility Office (SAS) at (760) 795-6658 or email sas@miracosta.edu The Student Accessibility Services (SAS) office supports students who experience a variety of disabilities, including but not limited to the following; acquired brain injury, ADHD or ADD, autism spectrum, blind or low vision, Deaf or hard of hearing, intellectual disability, learning disability, mental health disability, physical disability, other temporary or chronic health conditions & disabilities.

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About

The CSUSM Aspiring Scholars Program is a non-degree, four-year university program for students with intellectual disabilities seeking an inclusive college experience. Students enrolled in this Inclusive Postsecondary Education (IPSE) program will learn and grow alongside the CSUSM community and will earn a higher education career studies and skill development certificate.

With the goal of competitive integrated employment, students will participate in the following:
Aspiring Scholars Information Session and Campus Tour

Program Includes

Four-year program for students over the age of 18 who have an intellectual disability and have a desire to gain meaningful competitive integrated employment

At least two academic classes each semester with CSUSM undergraduate students

Individualized pathway of courses created by the student in collaboration with their Person Driven Plan support team

Participation in clubs, groups and other activities on the campus

Trained Peer Mentors to provide support, guidance and mentorship as needed

Internships on campus or in the community

Independent living skills instruction during small group seminars

Academic Information

Program Eligibility

At least 18 years of age and has a documented Intellectual Disability

Completed high school with a diploma or certificate

Has a strong desire to gain employment after completing CSUSM's Aspiring Scholars Program and is striving toward independence

Is comfortable with a dynamic schedule and has intrinsic motivation to participate

Is able to communicate needs effectively (inclusive of communication devices)

Are able to complete daily needs, access your physical environment, and safely function with minimal to no supervision (note: if you have prearranged supports, indicate this on the application)

Are able to communicate needs effectively (inclusive of communication devices)

Have the ability to get along with peers, follow rules, and accept direction

Are able to effectively and appropriately participate and benefit from the program

Application Information

Peer Mentors

Become a peer mentor today to support Aspiring Scholars in academic classes, sporting events, U Hour activities, clubs , and events on our campus .

The support peer mentors can provide is instrumental in the success of CSUSM Aspiring Scholars accessing academic courses and participating in campus life. While being a peer mentor can be immensely beneficial for the Asp i ring Scholar, peer mentors also benefit greatly. Being a peer m entor can positively impact a mentor's communication skills, patience , compassion, flexibility , problem- so lving skills , and ability to create inclusive opportunities for everyone which deepens their understanding of the diverse world in which we live. All of these skills are critical to any future career of CSUSM graduates.

We need you! We are looking for dedicated students to serve as peer mentors for students enrolled in CSUSM's Aspiring Scholars Program.

How to become a peer mentor:

1. If you are enrolled in a course that requires service-learning, select CSUSM Scholars Peer Mentoring

2. If you do not need service-learning experience, you may become a mentor for CSUSM Scholars by completing the peer mentor application

Become A Peer Mentor

Contact Information

333 S. Twin Oaks Valley Rd.
San Marcos, CA 92096

Did you know?

Only 3% of adults with intellectual disabilities make a living wage in the state of California.

After completing a program like Aspiring Scholars, students who participated in an Inclusive Postsecondary Education program completed a a one-year outcome survey* showing:

73% of respondents had a paid job one year after completing the program

92% reported they were happy with their social life

*Annual Report of Cohort 3 TPSID Model Demonstration Projects (2021-2022)
To learn more go to thinkcollege.net.

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Aspiring Scholars Program | Extended Learning | CSUSM

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The CSUSM Aspiring Scholars Program is a non-degree, four-year university program for students with intellectual disabilities seeking an inclusive college experience. Students enrolled in this Inclusive Postsecondary Education (IPSE) program will learn and grow alongside the CSUSM community and will earn a higher education career studies and skill development certificate.

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Links to Post-Secondary Learning Options in CA

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Links to Post-Secondary Learning Options in CA

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UCLA PEERS® Clinic – Semel Institute

Career and Life Success | Shasta College

Redwood SEED Scholars Program (ucdavis.edu)

Landmark College | Success Center—California Bay Area

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Explore Landmark College’s inclusive academic community tailored for neurodivergent learners. Discover the resources that support and empower our students…

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Search by state for colleges and universities offering opportunities to students with intellectual disability

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Assistive Technology (AT) for post-secondary education

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Assistive Technology (AT) for post-secondary education

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Be sure to check out PHP's AT e-packet library here: Downloadable e-packets of information and resources on a variety of topics (php.com)

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Assistive Technology for Higher Education Archives

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Our E-Learning Library has 300 videos and podcasts offering critical information on special needs topics for access when you need them...Anytime, Anywhere. Check back often as new content is added frequently!

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CIP | Specialized Autism Transition Programs (cipworldwide.org)

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CIP | Specialized Autism Transition Programs

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One of the world’s most comprehensive autism transition programs, CIP empowers young adults to succeed in college, employment, and independent living.

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https://www.dor.ca.gov/Home/AssistiveTechnology

San Diego Assistive Technology Center (ucpsdtechcenter.org)

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Highly Recommended! Self-Advocacy for Healthcare

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Highly Recommended! Self-Advocacy for Healthcare

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Library of documents that support patients with developmental disabilities and their healthcare providers.

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Safety Resources | Living Safely | Children’s Specialized Hospital

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The resources provided in the Living Safely Online Center for Safety are available in both English and Spanish. We have provided many of these resources in multiple formats to support choices for accessing and comprehending important safety information.

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Low-cost and free San Diego Parks & Recreation programs.

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The City of San Diego Park & Recreation Therapeutic Recreation Services program provides sports, recreation, leisure and outreach services to people with physical, mental and emotional disabilities.

Services include therapeutic recreation programs and adaptive sports opportunities. These address the special needs of individuals with disabilities who have difficulty accessing and participating in recreation opportunities offered to the general public.

Under the direction of Certified Therapeutic Recreation Specialists, activities and services are designed to maintain or improve the physical, cognitive and social functioning of those who have limitations. The target population is children and adults, ages 3 and up, with any type of disability.

For additional questions about Therapeutic Recreation Services, please call 619-525-8247.

Inclusion aides facilitate the inclusion of individuals with disabilities into programs at their neighborhood recreation centers. This assures that Park & Recreation programs are accessible and usable by all citizens.

Inclusion aides conduct assessments, develop goals for participation and provide necessary support. These include increased supervision levels, adapting games/activities and training of recreation center staff to ensure that the needs of persons with disabilities are being met.

A very important part of the therapeutic recreation services program is our volunteers, which contribute over 20,000 hours of service annually. A variety of volunteer opportunities are available for those ages 13 and above, including students who need service hours.

Therapeutic Recreation Services offers an outstanding internship program for college students majoring in therapeutic recreation. For more information about volunteering, please contact us at 619-525-8247

The Disabled Services Advisory Council, Inc., a nonprofit 501 (c) (3), provides advocacy, financial and volunteer support to Therapeutic Recreation Services. New members are always welcome. Ask Parks

Therapeutic Recreation Services was created in 1972 and reaches more than 50,000 people annually through programs and outreach services. Programs offered have received local, state and national recognition for being outstanding in the field of recreation for people with disabilities.

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Register or view available classes Winter Calendar Spring Calendar About us The City of San Diego Park & Recreation Therapeutic Recreation Services program provides sports, recreation, leisure and outreach services to people with physical, mental and emotional disabilities. Services include therapeutic recreation programs and adaptive sports opportunities. These address the

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Financial Education | Pennsylvania Assistive Technology Foundation (patf.us)

Personal Finance Guide for People with Disabilities (calculators.org)

Financial Empowerment - National Disability Institute

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https://www.ocali.org/project/executive-function-webcast-series

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Executive function (EF) skills are used by every person every day. These skills enable people to plan, focus attention, remember and carry out instructions, juggle multiple tasks successfully, regulate behavior and delay immediate demands in favor of long-term goals. People with disabilities may have challenges with executive function skills.

This series will show:

How everyone uses EF skills every day to plan and then to execute those plans

Define EF and go into specifics about the various executive functions and how they manifest

Talk about who can be impacted by EF and what we can expect at different ages

Give information about assessing executive function and what to do with that assessment information

Webcast 1 Why Executive Function? Let's Go on a Vacation!
Discover how people use executive function skills in their everyday lives.

Webcast 2 What is Executive Function?
Learn what executive function is, what skills are involved, and how those executive skills manifest so we can identify and understand them.

Webcast 3 Executive Function: Who May Be Impacted? When Does It Happen?
Gather facts about who might be impacted by executive function (EF) challenges, when we can expect EF skills to develop, and what factors can influence EF skills. This information helps us know if our expectations match the brain development of people we support.

Webcast 4 Executive Function: How Do We Know What to Do?
Gain information about executive function assessment tools that can guide us toward an objective perspective of the individual's challenges.

For further information please contact Wendy Szakacs, OCALI Regional Consultant at 614.410.0997 or wendy_szakacs@ocali.org.

Citations and References

Center on the Developing Child Harvard University. (2017). Executive Function and Self Regulation Guide. Retrieved from https://developingchild.harvard.edu/science/key-concepts/executive-function/print/

Center on the Developing Child Harvard University. (2012). InBrief: Executive Function: Skills for Life and Learning video. Retrieved from https://www.youtube.com/watch?v=efCq_vHUMqs

Dawson, P. & Guare, R. (2009). Smart but Scattered: The Revolutionary Executive Skills Approach to Helping Kids Reach Their Potential. New York: Guilford Press.

Dawson, P. & Guare, R. (2018). Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. New York: Guilford Press.

Gierach, J., Obukowicz, M., Rozanski, D. & Stindt, K. (2009). Assessing Students' Needs for Assistive Technology: Chapter 9 Assistive Technology for Organization. WI: Wisconsin Assistive Technology Initiative, http://www.wati.org/.

Marzano, R.J. (2009). The Art and Science of Teaching / When Students Track Their Progress. Health and Learning Volume 67 Number 4 pp. 86-87. Retrieved from http://www.ascd.org/publications/educational-leadership/dec09/vol67/num04/When-Students-Track-Their-Progress.aspx

McCloskey, G. & Perkins, L. (2013). Essentials of Executive Functions Assessment. Hoboken, NJ: John Wiley & Sons, Inc.

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

# data[].attributes.attachment_link.description
Executive function (EF) skills are used by every person every day. These skills enable people to plan, focus attention, remember and carry out instructions, juggle multiple tasks successfully, regulate behavior and delay immediate demands in favor of long-term goals. People with disabilities may have challenges with executive function skills.

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Susan Traugh - YouTube

Videos of various household and self-care tasks.

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http://www.ctdinstitute.org/sites/default/files/file_attachment ASAN-healthcare-toolkit-final.pdf (autisticadvocacy.org)

idd_medical_summary_for_young_adults.docx

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LIVE DRAW HK >> SITUS LIVE DRAW HK TERBARU, TERBAIK DAN TERPERCAYA HARI INI

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Live Draw hk hadir untuk memberikan siaran langsung tercepat dan terakurat hari ini.

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www.seedstherapycenter.com

Resources - Elevatus Training

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http://intricatemindinstitute.com/cognitive-behavior-intervention-for-driving-cbid/

https://www.rchsd.org/programs-services/cerebral-palsy-center/resources/assistive-driving-schools/

People with Disabilities - California DMV

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Never forget another medication!

Never forget to take your meds and pills again with the MUST HAVE pill reminder ranked #1 by pharmacists and physicians in independent tests.

Now in the U.S.: See crucial drug-to-drug interaction warnings about how your meds might conflict, as well as easily import your meds and prescriptions using Health Records on iPhone from more than 100 hospitals and health systems in the US.

Be safe with your meds - Improper medicine use and dosage tracking leads to:
* 50% of patients not taking medicines as prescribed
* 125,000 deaths a year (one every 4 minutes)
* 700,000 hospital visits a year
* 44 out of 100 prescriptions never picked up at the pharmacy

With Medisafe you won't put yourself or your loved ones at risk by missing a dosage -- or taking a double dose because nobody tracked.

This is the MUST HAVE med app seen on Fox TV, ABC, Mashable, Inc. Magazine, Los Angeles Times, Boston Globe, Life Hacker, Fast Company, TechCrunch, and many more.

Here's why:
CLEAN & SIMPLE: Visual and easy medical manager to handle drug reminders.
HEALTH APP INTEGRATION: Keeps track of your measurements and syncs them to HealthKit app: blood glucose, blood pressure, weight, pulse, temperature and in the US, medications from health records where available.
REPORT SHARING: See your progress report and send it to the doctor or nurse as a visual informative PDF.
FAMILY INTERACTION: Synchronizes the family's medicine pillboxes to one place, in real time. Manage your entire family from one account!
MEDTONES: Various Medtones to make Medisafe playful and a great addition to your day: have Darth Vader, Dr Evil, Austin Powers, Elsa or your Nagging Mom remind you about your meds.
REMINDERS: Reminds you to take medication doses on time every time, even if your device is asleep. Medisafe has timezone support too! No need to worry while traveling, your reminders are always on time.
REFILL REMINDER: Rx refill reminds you when you need to restock your prescriptions.

COSENTYX® (secukinumab) has recognized Medisafe as a preferred app for patients to manage COSENTYX®

Pharmacists rank Medisafe #1 out of 461 apps they've tested, and MyVCM recognizes Medisafe for HIPAA privacy "best practices in managing security and compliance."

Medisafe is free to download and use. Medisafe Premium upgrades your experience and gives you unlimited Medfriend supporters, unlimited family and friend profiles, access to 20+ health measurements, choice of a dozen Medtone reminder voices, ability to pick color themes and pillbox shapes, and no banner ads for $4.99 a month or $39.99 a year through an auto-renewing subscription.

Subscriptions will be charged to your credit card through your iTunes account. Your subscription will automatically renew at your monthly or annual rate unless cancelled at least 24 hours before the end of the current period. You will not be able to cancel a subscription during the active period. You can manage your subscriptions and auto-renewal settings in the Account Settings after purchase.

Medisafe does not provide medical advice, diagnosis or treatment. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding your medications or a medical condition.

Terms of Use: https://www.medisafeapp.com/terms-and-conditions/
Privacy Policy: https://medisafeapp.com/privacy-policy/

More info:
FAQs: https://www.medisafeapp.com/help/
Pharmacists Rank Medisafe #1: http://bit.ly/2nTjmsI

Contact us: support@medisafe.com

Thanks,
Medisafe Team

Version 8.0.15

Version 8.0.15 contains bug fixes and backend enhancements

Based on your suggestions, versions 7.0 and above improve the home screen timeline to show upcoming appointments. Now when you add appointments you can easily view them in your timeline along with your meds.

Our updates are based on your feedback, reviews and suggestions - please send your ideas to support@medisafe.com or join our beta community for free at: https://medisafe.com/betacommunity

Thanks for your support and keep the great ideas coming!

Extremely Helpful

I appreciate how helpful this app has been. I initially downloaded bc I needed a constant reminder about taking my meds until I could push a button that said I "actually" did. What I discovered with this app ended up being so much more. With taking so many meds it's hard to remember what to take when. Some require I take so many hours after taking another. Or not eating so much time before or after taking it. Or take with full glass of water, take with or without food. It gets confusing. I was able to make my own schedule as well as put those notes in about each one. It also shows a picture of the pill so I'm grabbing the right one out of the pill case since they are all together. Pill cases are great but not everything falls under the am, afternoon and pm schedule. I also enjoyed watching a video about the pills I take. Oh and I forgot, I was also able to forward to a friend of mine so he gets alerted after awhile if it recognizes I haven't taken them. I can't say enough about how blown away I've been with the app and all of the extra surprises. I have forwarded this app to everyone I know taking medication daily. THANK YOU to the creators for such a well designed and useful app.

Hi @melanie605 thanks for the incredible review, we appreciate you taking the time to provide feedback! We are pleased to hear that Medisafe is having a positive impact on your life. Thanks again! - The Medisafe Team

OK, but not great

While it helps me remember to take my prescriptions, the interface for the app seems confusing and even convoluted at times. Several times it's felt like there were several separate groups working on developing different parts of the interface, but they didn't talk to each other.

For example, the add-on information about heart health is great, but it seems stuck in the middle of something else. It also seems to pop-up whenever it wants to. It feels like the heart info team didn't talk to the other teams. I have one Rx that I'm supposed to take 1 or 2 tablets/dose. I'm reasonably sure that there's a way to enter that into the app, but I've given up. It's common for drugs to be prescribed that way. It should be simple and obvious. It shouldn't require several trips through the documentation. It doesn't help that the documentation reads like it was developed by yet another team who weren't talking to the other teams. Or that confusing features weren't actually fixed and clarified-it seems like the documentation was intended to put a band-aid on the UI and to explain at length things that are basic to the app.

Please, please, please start over with a focus group who aren't familiar with any part of the app. Give them simple tasks. If it takes too long for them to figure out how to complete the task, the users aren't dummies. The app needs work.

Great in some ways

Firstly, this app is loaded with features. No complaints there. However, it's a bit bogged down for the average user. It's not as easy or intuitive to navigate as an app should be for people who need to take multiple medications multiple times a day. Taking into account that people taking medications might also have some degree of brain fog or mental impairment either due to the condition or as a side effect of medication, an app aimed at this demographic should have its core features easy to access without having to tap through multiple menus repeatedly. The process for adding a medication, for example, could be simplified. I see this app advertised as #1 recommended by pharmacists, but what about the people who are actually using the app? The interactions checker is phenomenal from a pharmacist's or doctor's point-of-view, but easily being able to add and record doses, as well as being able to view monthly calendars, would be a great asset to users. In the end, making an app that's easy to use is the best way to ensure patients actually take their meds. This app could easily be 5 stars with just a better interface, because it truly is a fantastic app. Just not as practical as I'd like. P.S. I'm unsure if there's a way to turn off the weekend "extra help" notification.

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The following data may be collected but it is not linked to your identity:

Information

Compatibility

iPhone

Requires iOS 13.0 or later.

iPod touch

Requires iOS 13.0 or later.

Languages

English, Arabic, Danish, Dutch, Finnish, French, German, Hebrew, Italian, Japanese, Korean, Portuguese, Russian, Simplified Chinese, Spanish, Turkish

Age Rating

12+ Infrequent/Mild Medical/Treatment Information

In-App Purchases

1. Monthly Premium Upgrade $4.99

2. 1 Year Premium Subscription $39.99

Wallet

Get all of your passes, tickets, cards, and more in one place.

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‎Never forget to take your meds and pills again with the MUST HAVE pill reminder ranked #1 by pharmacists and physicians in independent tests. Now in the U.S.: See crucial drug-to-drug interaction warnings about how your meds might conflict, as well as easily import your meds and prescriptions using...

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https://www.calable.ca.gov/

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Tax-free treatment on earnings to pay for qualified disability-related expenses.

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Home | CalFresh Food

Those who receive SSI/SSP are eligible, if all other eligibility criteria are met.

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LifeCourse Nexus offers a number of resources to support the transition to adult health care.

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To help prepare youth and young adults with intellectual and developmental disabilities (ID/DD) for their health care transition, six toolkits were developed under the leadership of Family Voices , in collaboration with the LifeCourse Nexus, SPAN , and Got Transition . This project is supported by the Administration of Community Living , U.S.

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See also: https://www.exodusrecovery.com/vista-start/

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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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The Systemic, Therapeutic, Assessment, Resources and Treatment (START) program serves individuals residing in-home and out-of-home. It provides person-centered, trauma-informed, evidence-based, positive support for individuals ages six and older.

The Center for START Services at the University of New Hampshire Institute on Disability/UCED, provides a model of services to meet the crisis needs of individuals with intellectual/developmental disabilities (I/DD).

Characteristics of Services

The local START teams provide:

24-hour case coordination to improve supports and service outcomes,

Whole-person assessment (I/DD, mental health, medical, access to services, personal strengths, satisfaction, etc.),

Individualized map of individual's connections to others/systems,

Cross-system linkage (connecting I/DD providers, crisis teams, mental health providers, first responders, hospital/psych staff, etc.),

Community education, and

Family/staff/provider support and education (in-home therapeutic coaching).

Development

START is currently available in the following areas:

Alta California Regional Center

Regional Center of East Bay

San Andreas Regional Center

San Diego Regional Center

South Central Los Angeles Regional Center (Coming Soon)

Westside Regional Center

More information on START can be found on this website.

Last modified: July 20, 2021

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State of California & Department of Developmental Services

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START Program - CA Department of Developmental Services

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The Systemic, Therapeutic, Assessment, Resources and Treatment (START) program serves individuals residing in-home and out-of-home. It provides person-centered, trauma-informed, evidence-based, positive support for individuals ages six and older.

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Conservatorship | Superior Court of California - County of San Diego

PowerPoint Presentation (ca.gov)

Superior Court of California - Online Conservatoship Orientation (imperialcourt.org)

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Take Me Home Registration Portal (sdsheriff.net)

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The San Diego County Sheriff's Department has developed this registration portal for use by San Diego County residents to collect information (data, picture, and contact information) about individuals with special needs (For example, people with autism, Alzheimer's patients etc.). San Diego County residents should use this web page to register a person with special needs. In cases where the special needs person is contacted by law enforcement, the system assists in providing accurate identification and emergency contact information to ensure their safe return home.

Before you begin, please read these Instructions and Photo guidelines.

Your session timeout is: 180 minutes.

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The San Diego County Sheriff's Department has developed this registration portal for use by San Diego County residents to collect information (data, picture, and contact information) about individuals with special needs (For example, people with autism, Alzheimer's patients etc.). San Diego County residents should use this web page to register a person with special needs.

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Special Needs Resource Foundation (Imperial)

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Special Needs Resource Foundation (Imperial)

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Special Needs Resource Foundation of San Diego

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Special Needs Resource Foundation (San Diego)

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Special Needs Resource Foundation (San Diego)

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Resources In San Diego | Special Needs Resource Foundation of San Diego