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This project was supported by Award No. 2013-DJ-BX-0052, 2014-DJ-BX-1166, and 2015-DJ-BX-1051 awarded by the Bureau of Justice Assistance, Office of Justice Programs through the Idaho State Police. The opinions, findings, and conclusions or recommendations expressed on this website are those of the authors and do not necessarily reflect the views of the Department of Justice or the Idaho State Police.

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2026 The Road To Adulthood Training Flyer

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The Idaho Competitive Integrated Employment (ICIE) Center, funded by the Idaho Pathways to Partnerships project, aims to improve the transition of children and youth with disabilities to competitive integrated employment (CIE). Housed at the University of Idaho's Center on Disability and Human Development (CDHD), ICIE will develop a statewide support system for youth with disabilities aged 10-24, their families, and community partners. This initiative will enhance access to the knowledge and skills needed for effective transition planning, leading to better postsecondary outcomes in community engagement and CIE.
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Vision

We envision a community where talent knows no boundaries, and every individual contributes their unique strengths to a thriving, inclusive economy.

Mission

Create an innovative, community-based system of collaboration and services for children, students, and youth with disabilities to build skills that will increase a post-school outcome of Competitive Integrated Employment.

Purpose

The Idaho Competitive Integrative Employment (ICIE) Center offers statewide support, giving agencies, families, students, and communities the knowledge and skills to improve transition planning and services, helping students with disabilities achieve competitive integrated employment (CIE).

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The Idaho Competitive Integrated Employment (ICIE) Center, funded by the Idaho Pathways to Partnerships project, aims to improve the transition of children and youth with disabilities to competitive integrated employment (CIE). Housed at the University of Idaho’s Center on Disability and Human Development (CDHD), ICIE will develop a statewide support system for youth with disabilities aged 10-24, their families, and community partners. This initiative will enhance access to the knowledge and skills needed for effective transition planning, leading to better postsecondary outcomes in community engagement and CIE.

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Accessibility Options for Colleges in Idaho

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Accessibility Options for Colleges in Idaho

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Accessibility Options for Colleges in Idaho

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Guardianship / Conservatorship | Supreme Court

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Bench Cards may be found under Resources and Media here.

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Transition to Adulthood Checklist for Families

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Application for Health Coverage Assistance

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Medical Resources – Angelman Syndrome Foundation

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Angelman syndrome can present unique medical issues. This page lists resources developed by medical experts and clinicians at the ASF Angelman Syndrome Clinics. These resources can be helpful in preparing for medical procedures or they can be used by medical professionals to address medical issues.

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Careers Education & Training Information Center For High School Students

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Interest surveys, career options, training pathways

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Resource library, activities, and planning tools

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Grade-by-grade guide to preparing for your future

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Success Starts Here

An initiative of the State Board of Education in partnership with Idaho's employers, Next Steps Idaho is designed to help you understand and pursue the many education and career opportunities available to you.

Education & Training

Learn, Upskill, and Upgrade Your Future.

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Graduating from high school this year? Log in to Apply Idaho to access your direct admissions letter and apply to one or more of 10 Idaho schools, for FREE.

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If you're looking to boost your job skills or feel ready to change careers altogether, check out Idaho LAUNCH. Explore career training opportunities, hiring trends in Idaho, and apply for training funds. Retake control of your career today!

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Search the Resource Library for information and guides regarding career exploration, training opportunities, planning for college, and paying for your education.

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Careers Education & Training Information Center For High School Students Back Interest surveys, career options, training pathways Back Postsecondary and workforce training options Back Resource library, activities, and planning tools Back Grade-by-grade guide to preparing for your future Back Quick Links Next Steps' most popular tools Job Board Success Starts Here An initiative of the State Board of Education in partnership with Idaho's employers, Next Steps Idaho is designed to help you understand and pursue the many education and career opportunities available to you.

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| Tool/Manual

I Want to Know About...

What is the Social Security Administration (SSA)?

The Social Security Administration (SSA) provides Americans financial protection and support throughout life's journey. SSA administers retirement, disability, survivor, and family benefits and enrolls individuals in Medicare. They also provide Social Security numbers, which are unique identifiers needed for individuals to work, handle financial transactions, and establish eligibility for certain government services.

What is Supplemental Security Income (SSI)?

SSA provides Supplemental Security Income (SSI) monthly payments to people with disabilities and older adults who have little or no income and resources. In most states, but not all, receiving SSI qualifies someone for Medicaid. Adults and children might be eligible for SSI if they have:

1. Little or no income, and

2. Little or no resources, and

3. A disability, blindness, or are age 65 or older.

Can I work if I receive SSI?

Yes! One of SSA's highest priorities is to help disabled people take advantage of employment opportunities and achieve greater financial independence. Work incentives and employment supports help people with disabilities and blind SSI recipients go to work by minimizing the risk of losing their SSI or Medicaid benefits.

What is Social Security Disability Insurance (SSDI)?

SSA provides Social Security Disability Insurance (SSDI) monthly payments to people who have developed a disability or who are blind and who are "insured" by workers' contributions to the Social Security trust fund. These contributions are based on someone's earnings (or those of your spouse or parents) as required by the Federal Insurance Contributions Act (FICA).

Many people work while receiving benefits. Timothy Elliott is a disabled Veteran of the U.S. Navy who did not return to work for 10 years after his disability for fear of losing his benefits. With support and tools, he has successfully balanced working and receiving benefits for 20 years. Read Timothy's full story on the LEAD Center website.

Can I work if I receive SSDI?

Yes! After you start receiving SSDI, you may want to try working again. Work incentives can help you keep your cash benefits and Medicare while you test your ability to work. SSA has a publication, Working While Disabled: How We Can Help, that explains a beneficiary's rights and responsibilities when they receive SSDI.

I have an overpayment, what do I do?

If you received a letter in the mail that says you were overpaid Social Security benefits and need to pay SSA back, you can request a waiver at any time. You can ask SSA to waive repayment if you can't afford it and feel the error wasn't your fault, or if you believe the overpayment is unfair for another reason. If you think that you were not overpaid or if the amount of the overpayment is not correct, you may appeal by filing a request for reconsideration. The appeal request must be filed within 60 days of receiving the notice.

If SSA is currently withholding some or all of your cash payment and if you are unable to meet necessary living expenses, you can request that SSA readjust your current rate of withholding by submitting a Request for Change in Overpayment Recovery Rate.

Can I work and keep my medical benefits?

Many people believe that they will automatically lose their Medicare or Medicaid as soon as they obtain employment. Working, however, does not necessarily mean losing access to federal or state health care benefits because there are protections in place, called Medicare and Medicaid Employment Supports, that help working beneficiaries keep their benefits.

Can I have an Achieving a Better Life Experience (ABLE) account and keep Medicaid?

An Achieving A Better Life Experience (ABLE) account allows you to save amounts above the SSI resource limit and keep means-tested benefits such as SSI, Supplemental Nutrition Assistance Program (SNAP), and Medicaid. The SSI resource limit is $2,000 for an individual. In 2024, the ABLE account annual contribution limit is $18,000, but employed account owners can contribute more. Savings in the account up to $100,000 are not counted by the SSI program. Savings in the account exceeding $100,000 count toward the resource limit for SSI. A beneficiary's Medicaid continues with any amount of savings in the account up to the state ABLE account limit.

Kenley is a teenager with Down syndrome who is excited to make her own employment and financial decisions as she gets older. Kenley and her mother, Jennifer Casselman, often use digital tools to understand the interplay of Kenley's benefits, her ABLE account, and employment. Read Kenley's full story on the LEAD Center website.

Who can I contact if I have additional questions about working while receiving SSI or SSDI?

SSA has work incentives, including the Ticket to Work program, which may make it possible for people receiving SSI and/or SSDI to work and still receive monthly payments. You can visit ChooseWork.SSA.gov to learn more about Ticket to Work and other work incentives. You may also call the Ticket to Work Help Line if you have questions about work, benefits, or SSA work incentives: 1-866-968-7842, Monday through Friday between 8 a.m. and 8 p.m. ET.

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Financial Toolkit: Frequently Asked Questions " LEAD Center

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I Want to Know About... What is the Social Security Administration (SSA)? The Social Security Administration (SSA) provides Americans financial protection and support throughout life's journey. SSA administers retirement, disability, survivor, and family benefits and enrolls individuals in Medicare. They also provide Social Security numbers, which are unique identifiers needed for individuals to work, handle [...]

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Youth with disabilities have unique needs as they transition to adulthood. In addition to basic financial skills, they may also need benefits planning services. We combine financial coaching with benefits planning, providing specialized support to assist with planning for a future of financial security and supported independence. Our services are offered free of charge. We serve youth ages 14-25 who self-identify with a disability.

Who We Serve

The Youth Services Program at Northwest Access Fund serves people in Washington and Oregon:

Ages 14-25 (and their families)

All incomes

All disabilities, health conditions, and functional limitations

Our Programs

We offer:

Our programs are designed to meet the needs of youth with disabilities and their families. All services are free.

We maintain up-to-date resources relevant to people with disabilities in Washington and Oregon.

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Youth with disabilities have unique needs as they transition to adulthood. In addition to basic financial skills, they may also need benefits planning services. We combine financial coaching with benefits planning, providing specialized support to assist with planning for a future of financial security and supported independence.

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Pre-Employment Transition Services - Traditional VR Case

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Pre-Employment Transition Services - Pre-Case

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Resources from the CYSHN DHW Page Under the Focus Area 6

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Resources from the CYSHN DHW Page Under the Focus Area 6

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About Children and Youth with Special Health Care Needs

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To enable children and youth with special healthcare needs to receive high quality, family-centered, integrated health services by providing resources about access to care, medical and dental homes, care coordination, and healthcare transition.

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Court Services & Guardianship | Idaho Department of Health and Welfare

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The Developmental Disabilities, Crisis Prevention and Court Services (CPCS) Team is an integral part of the continuum of services available from Family and Community Services Developmental Disabilities Program. It is the only program serving both children and adults.

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National Aging and Disability Transportation Center

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Skip Link

training videos designed to educate transportation drivers to assist people with disabilities, while providing the best customer experience

Access Matters Video Series

NADTC is pleased to present Access Matters, a series of videos created in partnership and in dedication to Donna Smith (1959-2022).

These videos were created to train drivers to be more sensitive to the needs of people who are blind, deaf and have other disabilities who rely on public transportation. The series of five videos covers important topics such as communication, service animals, what access means and tips for serving people with a variety of disabilities. Educating drivers about the needs of people with disabilities will allow them to provide the most helpful customer service to all riders of public transportation so that people can remain independent in their communities. NADTC encourages these videos to be widely used across all sectors of transportation service.

Access Matters: What Does Access Mean?

Access Matters: Communication

Access Matters: Various Disabilities

Access Matters: Service Animals
Access Matters: Different Types of Assistance
Communicating with Travelers who are Deafblind

Sound Transit from Seattle, WA, created a 26-minute training video for frontline transit personnel, on effective communications with passengers who are deafblind.

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Training Videos for Drivers and Transit Personnel

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Skip Link training videos designed to educate transportation drivers to assist people with disabilities, while providing the best customer experience NADTC is pleased to present Access Matters, a series of videos created in partnership and in dedication to Donna Smith (1959-2022).

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The Idaho Assistive Technology Financing Program provides low-interest financial loans to Idaho citizens with disabilites to purchase assistive technology for independent living, communication, employment, education, and recreation.

The Program has been in existence since 1994, thanks to a collaboration between the Idaho Assistive Technology Project, KeyBank and Zions Bank, and the Idaho Community Foundation and has loaned more than $3,850,000 to over 950 applicants. Over 30% of those loans were to people who would not otherwise qualify for a standard bank loan.

Equipment Allowed

Wheelchairs; Motorized Scooter; Braille equipment; Voice simulation systems; Scanners; Assistive listening devices; Telecommunications devices for the Deaf; Augumentive communication systems; Environmental control systems; Prostheses; Computers and adaptive peripherals; Building modifications for accessibility; Recreation equipment; Vehicle modifications; etc.

Loan Application

Please download, complete and sign the application, and return it by fax or mail to the Idaho Assistive Technology Project for processing.

Print Form: Use this version for printing a blank form to be filled out by hand.
Print Assistive Technology (AT) Finance Program Loan ApplicationPDF

Computer Fillable Form: Complete by typing on your computer and then print and sign. Use Firefox or Chrome browser to complete the form.
Note: This form will calculate the budget totals for you.
Fillable Assistive Technology (AT) Finance Program Loan ApplicationFillable PDF

Loan Calculator

For questions or assistance contact:

Krista Kramer - kkramer@uidaho.edu / 208-885-6097 / 1-800-432-8324
Idaho Assistive Technology Finance Program
Attention: Krista Kramer
1187 Alturas Drive
Moscow, ID 83843
Toll Free: 1-800-432-8324
FAX: 208-885-6102

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The Idaho Assistive Technology Financing Program provides low-interest financial loans to Idaho citizens with disabilites to purchase assistive technology for independent living, communication, employment, education, and recreation. The Program has been in existence since 1994, thanks to a collaboration between the Idaho Assistive Technology Project, KeyBank and Zions Bank, and the Idaho Community Foundation and has loaned more than $3,850,000 to over 950 applicants.

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Parent Guide to New National Transition Report

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5 Steps to Prepare for Health Care Transition

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How Do You Prepare For A Medical Appointment?

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Who Helps You Coordinate Your Health Care?

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What Can Medical Providers and Teachers Do To Help You Take Charge of Your Own Health Care?

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When planning events-meetings, conferences, roundtables, seminars, etc.-there are accommodations necessary to ensure that attendees with disabilities and Deaf attendees have complete access to the venue and the event's presentations and materials. Although many modifications and accommodations have little-to-no cost, some accommodations do. This tip sheet is designed to provide you with information and cost estimates so you can incorporate those considerations into funding proposals and budgets for your event. Including accurate estimates for common meeting expenses and specific disability accommodation line items in your budget is essential to meeting your obligations and creating a welcoming environment for attendees with disabilities and Deaf attendees.
*For a downloadable version, Please click HERE

Budgeting for Individual Accommodations
Some of the most common individual accommodations include ASL interpreters, materials in electronic format, materials in large print, and CART,. Creating a standard set of accommodations that you always build into your event budgets will give you greater flexibility. For example, you may not always have requests for both CART and an interpreter at the same event, but setting these dollars aside gives you the ability to absorb unforeseen costs or reallocate that money to other requests or expenses as needed.

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When planning events-meetings, conferences, roundtables, seminars, etc.-there are accommodations necessary to ensure that attendees with disabilities and Deaf attendees have complete access to the venue and the event's presentations and materials. Although many modifications and accommodations have little-to-no cost, some accommodations do.

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Information, Tools, and Resources to aid Primary Care Physicians in caring for Children with Special Health Care Needs (CSHCN) and providing a Medical Home for all of their patients.

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5 Steps to Prepare for Health Care Transition

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Free Disability Training for First Responders

Big Country News: CLARKSTON - On Saturday, February 26, all local LEO, fire, EMS, SAR and others interested are invited to attend a FREE training ...

Courageous Kids Climbing empowers youth

FRANKIE BEER, Evergreen Photographer January 18, 2022 When 15-year-old Caleb Hyndman first became involved with Courageous Kids Climbing, he never ...

May 21, 2021 Moscow Artwalk - Disability Action Center NW is seeking artists with disabilities of all ages to submit Artist Trading Cards of ...

Calling all artists with disabilities! You can create up to 5 artist trading cards for submission and be entered to win prizes and receive 5 new art cards ...

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Disability Action Center NW | Your Community. Your Access. Your Life.

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Big Country News: CLARKSTON - On Saturday, February 26, all local LEO, fire, EMS, SAR and others interested are invited to attend a FREE training ... FRANKIE BEER, Evergreen Photographer January 18, 2022 When 15-year-old Caleb Hyndman first became involved with Courageous Kids Climbing, he never ...

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What is Future Planning?

Future Planning is creating a guide for a person with an intellectual or developmental disability (I/DD) to lead a good life as independently as possible. A plan is important throughout all stages of life and especially in the future after the parent or caregiver is no longer able to provide support.

A person-centered future plan should reflect the wishes of the person with I/DD, as well as his or her parents, siblings, extended family members and friends, and other important people in his or her life. The plan should include information about all aspects of a person's life including:

Daily routines, needs and supports

Living arrangements

Finances, including the family and person's public benefits, assets, incomes, trusts, insurance policies

Doctors' contact information and information about the person's medical history (including any medications and food allergies)

Decision-making support

Education history

Details about the person's employment, leisure activities, religious beliefs, behaviors, interests, friendships, and other important relationships

To help guide your planning, first ask: "During a life transition, what would the person need so his or her daily routine is maintained?" Next, create a vision for the person's life after the transition. It is important to use a team approach when discussing and creating the plan and always to keep the person with I/DD's interests, preferences, and skills as the main focus.

Who is on the future planning team?

Ask the person with I/DD who he or she would like to invite as part of the team, which can include the person with I/DD, parents, siblings, other family members, friends, legal and financial professionals, and other important people in the person's life. Some of these people may live out-of-state but should be included if they play a large role in the person's life. This team works together to identify and take steps to create the supports the person will need.

Future Planning: It's Possible and Necessary

Future planning is important for all families. Thinking about the future can be challenging and emotional. However, experience shows that adults with I/DD make a better transition from the family home when a future plan is in place.

Some families might feel that planning is not available to them because they don't have any money to leave to an adult son or daughter with I/DD or can't afford a lawyer or estate planner. This is not true. There are many aspects of the planning process that aren't related to money. It is also important that families with limited resources learn about what public benefits may be available and take steps to enroll their family member in available programs.

Plain Language

For information on Future Planning in plain language, click here:
PDF | Word

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Future Planning is creating a guide for a person with an intellectual or developmental disability (I/DD) to lead a good life as independently as possible. A plan is important throughout all stages of life and especially in the future after the parent or caregiver is no longer able to provide support.

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As caregivers we take on so many roles, including therapist, doctor, advocate, and let's not forget...parent. Also taking on the role of financial planner can be daunting and easy to put off. Like me, you might be tempted to wait to see how things look a few years down the road, so you can plan based on what developmental and health level your child is at. But also like me, you might be paralyzed by the mountain of information you need to learn, and the hefty decisions you will need to make, in order to properly support your child's future.

But it's important to educate yourself about the options you have to make for your child, and start putting a plan in place. You never know what the future will hold.

Starting now will help alleviate stress levels that you may not realize are weighing you down, like a homework assignment you've put off, but will eventually have to complete. You are not alone in this feeling. I want to validate your experience and let you know, even just taking one step towards planning and educating yourself will help to propel you forward. Here are three actions you can take to start the process:

1. Schedule it on your calendar: Scheduling yourself a one-hour block during the day will give you a concrete time to address planning, which will relieve the pressure of knowing you have to do something, but don't know when.

2. Start small: Don't tackle the whole task at once. Give yourself time to look through resources and educate yourself, without overwhelming yourself. Small bits of information are easier to digest and remember, than large chunks.

3. Talk to someone knowledgeable: Find a forum or a fellow parent that has been through the process. You might even want to consult a professional. Most disability attorneys will be able to explain the basics and start you on the right path. Once you talk to a person that is very knowledgeable, you will feel more at ease. You will be able to better understand the decisions you will have to make, and the small next steps in the planning process. Don't let the unknown get in the way of taking action.

To get you started on your path to educating yourself and for planning your child's future, here's a checklist and resources you can access now, to help jumpstart the process. Just remember, small steps can get you all the way there. You got this!
Jumpstart the Process : Checklists and Resources

KIDSHEALTH
Checklist
https://kidshealth.org/en/parents/needs-planning.html

ABLE TODAY
ABLE Account Information
www.abletoday.org/overview

THE ARC
In-depth Planning Handbook
https://futureplanning.thearc.org

SPECIAL NEEDS ALLIANCE
Special Needs Trust
www.specialneedsalliance.org/the-voice/your-special-needs-trust-snt-defined-2

ABLE account vs Special Needs Trust - How to choose
www.specialneedsalliance.org/blog/able-accounts-and-snts-how-to-choose

Finding a Financial Planner
www.specialneedsalliance.org

ABOUT THE AUTHOR:
Corey Briskey, MPH is a mom of two wonderful children, one of which is medically complex and has disabilities. Corey is a writer, blogger, and a neurodiversity-affirming advocate for children with disabilities and their families. Corey has written a memoir, not yet published, centered around raising a child with disabilities, among the crushing pressures of society. She has a Master's degree in public health from the University of Buffalo and a bachelor's degree in psychology from The College at Brockport. You can follow Corey on Instagram (@coreybriskey) or view her website and subscribe to her blog at coreybriskey.com

Read the article here.

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Overcoming Analysis Paralysis and Planning for Your Child's Future

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Read EP Magazine's post, "Overcoming Analysis Paralysis and Planning for Your Child's Future".

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Financial Planning - EP Parenting Magazine 

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Financial Planning - EP Parenting Magazine 

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DISCUSS THE FUTURE NEEDS OF DEPENDENTS WITH SPECIAL NEEDS: TOPIC SUGGESTIONS FOR PLANNING MEETING WITH FAMILY/FRIENDS

Just as caring for a dependent with special needs is a family affair, so is the related planning. It is recommended that caregivers host a meeting with family/friends to discuss the future medical, educational, and housing needs of their dependent with special needs. Share information about you and your dependent’s vision of the future and discuss any concerns and options for future care.

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A person-centered life care planning process focuses on the development of a Life Care Plan that will enable the person with a disability to obtain the best quality of life possible. You, your loved one with special needs, if applicable, and your team of professionals should work collectively to help develop a life care plan that best suits the needs of a person with a disability - now and far into the future.

You, your loved one with special needs, if applicable, and your team of professionals should work collectively to help develop a life care plan that best suits the needs of a person with a disability. Here are some recommended topics of discussion.

Letter of Intent (LOI)
(Recommended to be completed prior to meeting)

Explain what a Letter of Intent is. A Letter of Intent can be used as part of a special needs estate planning process. Although it is not legally binding, this document provides direction for the person(s) who will care for the dependent with special needs in the future. It should detail medical history, daily care needs, housing and services, as well as specific wishes and expectations as they relate to the dependent's future. It is a working document for the future caregiver(s) to follow that is updated regularly.\

Discuss the process of your Letter of Intent (written or video format) with your family/friends/professionals and make any necessary updates and changes (the LOI is a work in progress, it is never fully done and needs to be updated as situations change)

Advise your family/friends/professionals where your Letter of Intent is located, should it need to be accessed.

Government Benefits

Inform your family/friends what government benefits your loved one with special needs is receiving, if applicable.

Government benefits may help to provide for the needs of a loved one with special needs in the form of medical treatments and supplies, equipment, financial assistance and more. Some supports they may be entitled to, while others they may have to apply and qualify for. Here are some examples, however, benefits vary by state and jurisdiction.
For more information, visit www.ssa.gov

Communicate the importance of not having any assets in your dependent's name over the $2,000 limit, in most states, for them to continue qualifying for SSI and Medicaid, if applicable. Examples of such assets include:

Cash, art, jewelry, etc. worth more than $2,000

Inheritance and inherited assets

Insurance benefits

Beneficiary Designations

Recommend everyone review their beneficiary, transfer on death (TOD), paid on death (POD) designations on their accounts, such as life insurance policies, bank accounts, and align with all legal documents (wills, trusts, etc.) to ensure money is not left directly to the dependent with special needs or it could disqualify their eligibility for government benefits.

There are distinct ways to leave money to individuals with special needs so that their government benefits are not lost, such as through a Special Needs Trust or ABLE Account.

Special Needs Trusts Benefits

If you have a Special Needs Trust already established or plan on setting one up, explain to your family that money can still be left to an individual with special needs by listing your dependent's special needs trust as the beneficiary.

Explain what a special needs trust is in general and how it can benefit your loved one with special needs:

A special needs trust may offer a means of protecting a dependent with special needs' eligibility for government benefits, while addressing their ongoing care and needs.
In general, a trust is an arrangement by which property is held by one party (the trustee) to benefit someone else (the beneficiary). Different types of trusts suit different needs and may have different tax implications. There are two main types of special needs trusts: first party and third party depending upon the source of the funds.
A trust created to benefit a person with special needs can:

receive assets, such as an inheritance, a court settlement, an insurance claim payment, gifts of money, or life insurance proceeds,

protect current or future government benefits, and

pay for medical care, special equipment, education, entertainment, transportation, and more.

Consult an attorney who has experience with special needs planning. A financial professional with experience in working with special needs families can help with funding options for special needs trusts.

If your loved one with special needs has an ABLE account already, share this information with your family/friends and explain what an ABLE Account is.

What Is An Able Account?
ABLE (Achieving a Better Life Experience) accounts allows eligible individuals with special needs who have a disability that manifested itself before the age of 26 to open tax-advantaged savings accounts. Only one ABLE Account can be opened per eligible individual. The account can be established by the eligible dependent with special needs, or their parent, legal guardian, or agent acting pursuant to a power of attorney. ABLE accounts are developed and managed on a state level. Most states allow deposits from out of state residents so even if your state does not have the program you may still be able to sign up for another state's account.

The funds can come from either the individual with special needs or any third person (including family, friends, co-workers, Special Needs Trust, or Pooled Trust).
Income earned by the ABLE account is not taxed. Contributions must be made with post-taxed dollars and is not tax deductible for federal taxes, however, some states may allow for state income tax deductions for contributions made to an ABLE account.

Funds in a 529 college savings plan can be moved into an ABLE account without incurring tax or penalties if both accounts have the same beneficiary or a qualifying member of the beneficiary's family. The rollover amount must be within the annual ABLE contribution limit ($17,000 in 2023) and must occur by December 31, 2025. There are direct rollovers where the two programs transfer assets directly from one to the other. And there are indirect rollovers in which the account owner of the 529 plan would take possession of funds before they are transferred. The transfer must occur within 60 days of withdrawal.
Money from the individual with a disability's special needs trust may also be moved into their ABLE account with no tax consequences, again, while staying within the annual ABLE contribution limit.

The funds can be used for a range of expenses related to the disability of the dependent, such as education, housing, transportation, health, prevention and wellness, financial management, administrative services, legal fees, personal support services, employment training, etc. In most states, upon death of the dependent with special needs or termination of the account, there is a Medicaid pay-back provision in most states regardless of who deposited the funds. Some states are doing away with the Medicaid pay-back provision.

Annual Contributions
A total of $17,000 for 2023, plus an additional $13,590 can be contributed from the earnings of the beneficiary.
If the ABLE account owner is employed and does not participate in their employer's defined contribution plan (such as a 401(k) plan, profit-sharing plan, 403(b) plan, or 457(b) plan), they may make an additional annual contribution up to the lesser of:
1. The ABLE account owner's compensation from their employer for the tax year
OR
2. The United States poverty line amount in 2023 of $15,630 in Hawaii, $16,990 in Alaska, or $13,590 in all other U.S. states

Total Account Limit Maximum
The maximum accumulation amount in the ABLE account is subject to the individual state's limit, based on the state's cap for the traditional 529 Plans. The amount can range from $235,000 to $550,000 for 2023.

For ABLE account owner's receiving Supplemental Security Income (SSI), if the account combined with their other resources exceeds $100,000 there will be a suspension of their SSI until all their resources no longer exceed the $100,000 limit. However, there is no effect on benefits under the Medicaid program, even if a beneficiary's SSI is suspended because the account exceeds the $100,000 limit.

For the most current information and states that offer an ABLE Account, visit www.ablenrc.org

Your Team of Professionals
It's important to pull together a support team of professionals that can help guide caregivers through the variety of options available to plan for the future care of dependents with special needs.

The composition of the team may vary depending on your unique situation, but it should include you and your loved one with special needs, if applicable, working collaboratively with professionals who have experience in working with special needs families, such as:

Special needs financial professional

Special needs attorney, and

Perhaps a health professional and a school guidance counselor, among others.

Advise your family who will be on your "Team" to assist you with executing your plan for your loved one's future.

SpecialCare is a program created by MassMutual that provides access to information, specialists and financial solutions to people with disabilities and their families. For more information about Massachusetts Mutual Life Insurance Company (MassMutual) and its SpecialCare program, please visit www.massmutual.com/specialcare.

The information provided is not written or intended as specific tax or legal advice. MassMutual, its subsidiaries, employees, and representatives are not authorized to give tax or legal advice. Individuals are encouraged to seek advice from their own tax or legal counsel. Individuals involved in the estate planning process should work with an estate planning team, including their own personal legal or tax counsel.

Read the article here.

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Discuss The Future Needs Of Dependents With Special Needs: Topic Suggestions for Planning Meeting With Family/Friends

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Read EP Magazine's post, "Discuss The Future Needs Of Dependents With Special Needs: Topic Suggestions for Planning Meeting With Family/Friends".

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A VR agency can deny VR services in whole or in part if the services needed are provided by or funded by any other program within the state. Some VR services must be provided regardless of whether that is the case.
Exceptions include:

assessments for determining eligibility or services needed,

counseling and guidance related to employment decisions,

referral services,

job search/job placement/job retention services,

assistive technology, and

post-employment services.

A VR agency CANNOT deny VR services if the decision would interrupt or delay the person's progress toward:

achieving the employment outcome in the Individualized Plan for Employment (IPE),

an immediate job placement, or

the provision of VR services to a person who is determined to be at extreme medical risk.

If comparable services exist and are available at the time needed, the VR agency must use those comparable services or benefits to meet, in whole or part, the costs of the VR services. If comparable services exist and are NOT available, the VR agency must provide VR services until the comparable services become available.

Financial Participation

State VR agencies may consider the income of eligible individuals to determine if they will be required to share the cost of general vocational rehabilitation services. The VR agency may ask that the individual fill out a Financial Participation Assessment form.

Individuals who receive SSI or SSDI are exempt from Financial Participation.

If a state VR agency does require Financial Participation, it must maintain written policies and apply them uniformly to individuals in similar circumstances. The VR agency may apply different levels of need for different geographic regions in the State, but it must apply them uniformly to all individuals within each geographic region. State's Financial Participation policies must also ensure that the level of an individual's participation is reasonable, accounts for any personal circumstances including disability-related expenses, and is not so high as to effectively deny the individual a necessary service. Additionally, some VR services are exempt from state Financial Participation requirements, and the individual will not be required to pay for those services.

Order of Selection

Not all individuals who are eligible will necessarily receive VR services. VR agencies are required to serve individuals with the most significant disabilities first when there are not enough resources to serve everyone who is eligible. This means that "individuals with the most significant disabilities" are given priority over those with less significant disabilities. This process is called an "Order of Selection."

The federal regulations do not specifically define "individual with a most significant disability." State VR agencies are given discretion in how they define an individual with a most significant disability.
Typically, the categories they define will consider:

1. the number of functional capacities affected,

2. the need for multiple VR services for an extended period of time, and

3. the existence of one or more physical or mental disabilities.

No other factors - including type of disability, referral source, or income - can be used to determine significance of disability or assignment to a priority category.

If a VR agency determines that it cannot provide the "full range" of VR services to all eligible individuals, it must include in its State plan "the order to be followed in selecting eligible individuals to be provided [VR] services."

A state's Order of Selection must "show the order to be followed in selecting eligible individuals for" VR services and provide justification for the plan it selects. Individuals receiving disability benefits from the Social Security Administration (SSA) are considered to be individuals with significant disabilities, but under Order of Selection, they must be further assessed to determine if they meet the State agency's criteria for "individuals with the most significant disabilities."
When a state implements an Order of Selection, it must:

1. Do so on a statewide basis;

2. Notify all eligible individuals of the priority categories the State has established in its Order of Selection, their assignment into a particular category, and the right to appeal their category assignment; and

3. Continue to provide all necessary services to all individuals who started receiving services prior to the effective date, regardless of the severity of the individual's disability.

Individuals may still apply for VR services under Order of Selection. The VR agency is still required to provide assessment services to all individuals who apply to determine eligibility for VR services and, for those found eligible, their priority category under the State's Order of Selection.

The VR agency must continue to provide information and referral services to any individuals on waiting lists during the Order of Selection year, but it will not develop IPEs for them.

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Young Adults in Transition: Vocational Rehabilitation Services: Part 1

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A VR agency can deny VR services in whole or in part if the services needed are provided by or funded by any other program within the state. Some VR services must be provided regardless of whether that is the case.

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Resources on Paying for College from thinkcollege.net

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Resources on Paying for College from thinkcollege.net

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Costs of attendance at college programs for students with intellectual disability vary considerably. Costs for tuition, fees, and room and board are typically the same as for other students. There may also be additional program-specific fees.
Costs for college-based transition services (sometimes referred to as dual enrollment programs) which are for students who are receiving transition services from their high school, are typically covered by the school district.

Many students are using funding from vocational rehabilitation (VR) and/or Medicaid to help pay for college. If your child has these services, it is very worthwhile to discuss how those services and supports can help pay for college attendance. In some states, VR is very supportive of these initiatives, while other states are still determining if they will support college for students with intellectual disability. The same is true of Medicaid funding for developmental disability services. Currently, in most states, Medicaid cannot be used to pay for tuition, but it can be used for other college expenses. The details of that must be discussed with your developmental disabilities agency.

Waivers are a set of additional Medicaid benefits designed to support individuals with disabilities in their communities. The most commonly used are Home and Community Based Services (HCBS). Overall, waivers cannot be used for tuition and fees but can be used to pay for student support services such as educational coaches, independent living, mentors, physical or occupational therapy, transportation and supported employment. It is important to note that every state waiver has defined what services and supports can be funded and it varies from state to state so it will be important to first review your state's waiver to determine the services and supports that can be paid for by waiver funds. For a full overview of using waivers in college, check out our Medicaid Waivers Insight Brief.

Vocational Rehabilitation provides individualized services to individuals with disabilities to support them to reach their job goals. VR agencies may cover a range of services including tuition, fees, books, and vocational assessments. However, what is covered varies by student, as each case is different. Find your state VR agency.

For those that qualify, Medicaid Waivers and VR can be great resources for adults with disabilities, whether you are in college or not.

There are relatively few college scholarship programs specifically for students with intellectual disability. We provide links to some of these scholarship programs in our Scholarship Guide. College programs may have their own scholarship programs, so ask about those when you are contacting them for information. Also, seek out scholarships that are offered to college-bound students through your town or school, such as Rotary Club. They may have never considered offering a scholarship to students with intellectual disability, but you never know until you ask!

There is a category of programs called Comprehensive Transition Postsecondary Programs, or CTP programs. View a complete list of Comprehensive Transition Postsecondary Programs. Students with intellectual disability who attend one of these approved programs can apply for federal student aid through the Free Application for Federal Student Aid (FAFSA), and may be determined eligible for Pell Grants, Supplemental Education Grants, or work-study. Income eligibility guidelines will still apply. Learn more about each type of federal financial aid.

At this time, students with intellectual disability who are attending non-degree college programs are not eligible for federal student loans.

Financial aid packages can vary widely based on a number of factors. For federal financial aid, students with intellectual disability are eligible for grants and work-study programs, but not loans. The current limit (2022-2023) for the Pell Grant award is $6,895. The amount a student is eligible for is determined by financial need, and parent income is typically counted. A small number of students may be eligible for the Federal Supplemental Educational Opportunity Grant (FSEOG), which can range from $100-$4,000. Work-study awards will vary based on how many hours a student works each week. For more information on how federal student aid is determined, visit the Federal Student Aid website. In additional to federal aid, students may also access state and college specific financial aid. To learn more about these, reach out to the programs you are considering.

The first place to discuss ways to pay for college is with the staff of the programs you are interested in. Ask them what strategies other students are using to pay for the program: are there scholarships, does VR support any students, are there ways to use Medicaid-funded services to cover some of the costs, how much are families typically paying, and so on. Once you have determined the college your son or daughter will be attending, then that financial aid office may also have some information, so you should be sure to discuss your needs with them. In some cases, the program may be able to suggest a contact in the financial aid office who is familiar with working with students with ID.

Typically, yes. This is also true for most college students. If a student is claimed as a dependent on the family's tax return, then it is likely that parent income will be counted. In this area, the rules for considering parent income do not differ from the rules that apply to all college students applying for aid.

Probably nothing. No federal financial aid you receive is counted as income or resources, regardless of use. No other non-federal forms of financial aid - including grants, scholarships, fellowships, or gifts - are counted as income or resources so long as they are used to offset educational expenses. For more on SSI and Social Security and Financial Aid, see our Federal Financial Aid Insight Brief.

Now that many states have passed ABLE Act legislation, families and students are allowed to save for college and other expenses without impacting their benefits. This offers a way for families to set aside money for college for their child with disabilities, just as they might do for their other children.

ABLE accounts are not included as investment assets for the parent or the student when completing the FAFSA. You can find this information in writing in the explanatory notes to the FAFSA. For the 2021/2022 FAFSA PDF this is on page 9 in the right‑hand column.

College tuition pre-payment plans or college savings plans known as 529 Plans may be a way to pay for college attendance for a student attending a college program for students with ID. The specifics of fund use vary between states, so you should read the regulations and speak to a financial advisor to determine the specifics for your situation. The issue may be that college programs for students with ID do not offer a degree, so check with the 529 account rules that apply to you to assure that is not an issue. Families have been allowed to use 529 savings accounts to pay for attendance in these programs. For more info, visit this 529 Plan FAQ page.

On this page, we outline the most common resources students with ID and their families use to pay for college. In addition to these, there may be other resources specific to a state, region or local area, or for a specific type of student. Examples include veteran dependent benefits, tribal grants, and financial aid specific to undocumented students. When reviewing possible funding sources to support attendance at a college program for students with ID, one important factor is to determine if non-degree seeking students are eligible for the funds you are considering
Additionally, a pillar of college programs for students with ID is that students will gain work experience. Some students work part-time during the school year and/or during summer break to help pay for college.

Thinking about college often brings up conversations about starting to work. For individuals who receive SSI or SSDI, this can raise a lot of questions. Benefits counseling is a service to explain how working will affect your federal and state benefits. A benefits counselor can help your family make a plan.
Learn more about benefits counseling and how to find a counselor.

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Curated resources about ways to fund postsecondary education opportunities for students with intellectual disability

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College Autism Network - College Autism Network (CAN)

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College Autism Network links varied stakeholders engaged in evidence-guided efforts to improve access, experiences, & outcomes for autistic college students.

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Transition to adulthood planning across all domains

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LifeCourse Nexus - Exchange Knowledge | Build Capacity | Engage Collaboratively

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Transition to adulthood planning

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This is a transition tool, it is $3 per student

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Family Resources from Think Higher Think College 

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Family Resources from Think Higher Think College 

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Resources for family members looking to support students with intellectual disabilities as they pursue secondary education.

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There are over 300 programs in the United States that offer a non-degree program for students with intellectual disability, located at public and private, 4 year and 2 year colleges and universities, as well as a few located at technical colleges. Program length ranges from one year to four year and some include a 'fifth' year opportunity. The number of students in the programs varies as well. Some programs are focused on a general certificate and others have a more specific career focus certificate. Some provide residential living for students with intellectual disability in the campus dorms, though many offer only commuter opportunities.

Other ways that the programs can vary: some serve students who are over 18 but still in high school for the ages of 18 to 21 (these are called "dual enrollment" or "concurrent enrollment" programs). Others serve students who have left high school. Programs also offer varying degrees of participation in regular college classes with students without disabilities. They may be fully inclusive, meaning that all academics, social events, and independent living support happens with students without disabilities. Other programs offer a more separate experience, where students may be on a college campus, but participate in some or most classes and experiences only with other students with intellectual disability.

At this time, the most common approach is a mix of both separate and inclusive experiences. In our College Search listing, we ask programs to estimate how much time is spent with students without disabilities so that you can get some idea of type of experience that program is offering.

Many of these non-degree programs offer an individualized approach by supporting each student to select courses most closely related to their specific career goals. There are a growing number of programs that offer workforce credentials, but the majority are offering a general certificate that can be tailored to the student's goals. Check in with the program director and ask for a handbook, program curriculum, or program of study to see the details for programs you are interested in.

Start by reviewing program details in College Search. You can save a list of favorites that are the type of campus you like, in the parts of the country you are interested in and use a downloadable list to compare them to one another.

Once you have a list of solid possibilities, visit the programs' websites for more details. You may want to contact the program to ask questions or to schedule a campus visit. Many programs offer online and in-person Open Houses that can be a great way to learn more.

You can use our How To Guide on Conducting a College Search and/or the Self-Advocates Guide to Selecting a College to help decide what questions to ask when you talk to the program staff and review information on their websites.

This can all be a little (or a lot!) overwhelming. Feel free to contact us at ThinkCollegeTA@gmail.com if you need more information or help deciding on the best fit.

The admission process for these non-degree programs will be different than that of degree-seeking students.

Students DON'T NEED a standard high school diploma. An IEP diploma, certificate of attendance or other alternative diplomas are accepted for admission into college programs for students with intellectual disability. There are also some programs that support students while they are still in high school. Also, standardlzed test scores such as from ACT or SAT will not be required.

What the student WILL need is documentation of intellectual disability, and information that describes their strengths and their support needs. Some sort of documentation is required because there is a different admission process for students with intellectual disability, as well as special access to federal financial aid.

Other than these important considerations, there will be a variety of other requirements that can differ from program to program. Some typical requirements include a desire to go to college and to work after college, as well as some basic skills like ability to spend some time alone, manage their own medication, and use a cell phone. Also common is to see an age range of 18-26, but not all programs have an upper age limit.

The expectation of inclusive postsecondary education for students with intellectual disability was clearly identified in the Higher Education Opportunity Act (HEOA) of 2008 when it stated that students with intellectual disability must enroll in and/or participate in regular college courses with their non-disabled peers. The most inclusive programs offer students opportunities to take college courses from the course catalog, and they offer support to the students to participate in those classes. Students may participate in these classes as an audit student, or they may take them for credit.

The level of participation in the assignments and readings will depend upon whether the student is taking courses for credit or audit. Students taking the course for credit, are responsible for all required assignments and tests with only accommodations (no change to the course content or learning expectations), to pass the course. Those students who audit the course may receive modifications to the amount of content they are expected to learn and may have reductions in the amount and types of assignments and tests for which they are responsible.

This is a really important question to ask when you're looking at a program: How many of the college courses are actually available for the students to take?

When students participate in college courses, they often do that through an audit status. This means that college credits are not awarded. Students who are auditing a class can participate in all class activities, including taking tests or writing papers, to the best of their ability and with supports. Typically, the audited course has a procedure for grading and counts towards earning the credential that the program offers.
If the student does take the course for college credit, then they must meet the same standards as everyone else in the class. This includes papers, tests, and all other course requirements. All students are eligible for what is known as "reasonable accommodations" that do not modify course assignments. For example, a student with intellectual disability might ask for extended time to take a test, or to use assistive technology to help them write a paper.

When exploring colleges, a good question to ask the program directors is, "Will my student take their college courses for credit or audit and how will they be graded?

A student's reading level isn't the most important concern as they prepare for college, but rather their knowledge of and ability to use their compensatory strategies and electronic devices. Though any student's compensatory strategies would include digital and internet accessible devices, they would also include decision-and choice-making skills, and the ability to schedule activities, homework, and events, follow their schedule, and advocate for their support needs.

Device savvy: Students should be using their phones, tablets, and computers in school to read their text aloud, summarize sections, find their assignments, record homework, take notes, create homework schedules, keep track of schedules and connect with teachers and other students for homework or study help. Students should also be able to create Word and PowerPoint documents, file them in their computer, and find the documents when needed to study from or turn in.

Decision-making: The most noticeable difference is that college students are expected to manage their own learning and make choices and decisions more independently than in high school. Students should be developing these skills in high school: organizational skills for homework and studying, personal routines and schedules to carve out homework and study times, and strategies for keeping track of time and being on time.

Scheduling and keeping to a schedule are crucial skills for college students. No one else is going to wake them in the morning to get to class or turn in their homework on time. They will have to make choices when there are conflicting activities on the schedule and be able to modify their choices.

Self-advocacy is another skill students can and should be utilizing in high school. Students need to be able to recognize when they need help and who to ask. It is up to the student to email their professor and schedule office hours if they don't understand something or know when an assignment is due.

Many programs offer residential opportunities. You can find them in Think College Search using the search term "housing." Sometimes those residential options are in dormitories and on-campus apartments. Some programs offer off-campus housing. It's not directly affiliated with the college, but it's very close to campus.

Many more programs for students with intellectual disability are attended by those students who live at home and commute to school than those who live on or near campus. About 1/3 of the programs across the country have a residential option for students with intellectual disability. Some programs require students to live on campus and some allow students to choose to be a commuter or residential student.

Residential programs vary in terms of the levels and types of supports provided in campus housing. Some have a resident assistant (RA), the same support available to any residential student. Some programs provide an additional support person through the program, though often for limited hours. Few programs provide support to wake the student up in the morning to go to class or tell them when to turn the game or show off and go to bed. Those responsibilities generally belong to the student.

This is another area of questioning you will want to direct to the program director at each college you are exploring. "What type of 'housing' support is available to the students? How will they know who is supporting them? How will they contact them? Is there after-hours support?"

This is something that's so important in the life of any college student, and where much of our learning and growing takes place. Most, if not all, college programs will support many opportunities for students with intellectual disability to participate in those kinds of activities. There is a focus on supporting students to join clubs, use the gym, hang out in the student union, attend athletic events, and so on.

Every program puts in place supports and strategies in the event a student needs help. Many programs begin each semester orienting students to the location of their new courses, the clinic, and 'help phone' boxes on campus. Some begin the semester with peers who walk the students with intellectual disability to class for the first week or two. Many programs use a social media app like 'group me' to stay in touch with their students.

It is a good idea to plan ahead and check out the campus when you visit, prior to enrolling in the program, and look for strategically placed emergency phones on campus and ask about whether the institution has campus police.

Ultimately, it is up to the student to identify when they are in a situation that they need help and then how to access that help.

As with many students who find themselves going away to college and now "free" from their parents, there are lessons to be learned about their structured and unstructured time, about staying up too late when a required early event or class is scheduled the next day.

Program staff will support students with ID to identify their interests and find an organization, club, or event that, if joined, would begin to structure some free time. Some programs require students to join a club and attend a certain number of activities as well as attend required tutoring, career services workshops, and volunteer or work a specified number of hours. However, there is always some unstructured free time when attending college and learning how to explore and engage in activities of interest is a crucial skill to learn.

Essentially, each student is responsible to explore opportunities on the campus and to make choices in how to spend his or her own time when not in class. There are generally a few popular places students gather to do homework, like the student union or library. They may hang out with friends at the campus cafe, play video games, visit the campus gym or recreation center and join an exercise or nutrition class, go to a convenience store, or go to their room and take a nap.

Support for college varies tremendously by state, but there are state, local, and federal options to be explored. The Paying for College section on the Think College website includes a number of resources and links to explore.

A TPSID is a federally funded model demonstration grant project. These college programs have received a 5 year federal grant to create and/or further develop their program. TPSID stands for Transition and Postsecondary Education Program for Students with Intellectual Disability.

A CTP refers to a college program that has been approved through a process created by the US Department of Education. The CTP, or comprehensive transition program approval means that students with intellectual disability attending those programs are eligible for federal student aid.

IPSE stands for inclusive postsecondary education and is sometimes used to refer to college programs for students with intellectual disability.

Yes, there are a variety of different summer program options offered by college programs. Some are to prepare students who have been accepted into the program for the upcoming Fall, and there are also many that are for any student who wished to experience a bit of college life. Some are residential, some are during the day only, and they vary in length. To see a listing of summer programs Think College has compiled from info provided to them by the programs, review this Excel spreadsheet.

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There are over 300 programs in the United States that offer a non-degree program for students with intellectual disability, located at public and private, 4 year and 2 year colleges and universities, as well as a few located at technical colleges. Program length ranges from one year to four year and some include a 'fifth' year opportunity.

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College Search for Individuals with Intellectual Disabilities

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College Search for Individuals with Intellectual Disabilities

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

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When your child turns 18 years old, they legally become an adult. This is an important time to consider their financial future - especially if they need additional care into adulthood. Here are 5 things that you need to know to prepare for this milestone:

1. Health and Welfare Decision-making

When your child becomes a legal adult, you can no longer make certain decisions for them about their health and welfare. However, you can stay involved through:

A Representative Payee: Social Security will determine who best serves as Representative Payee for your child's benefits.

Guardianship: This requires court involvement. It may be necessary if your child can't execute a power of attorney. Please consult an attorney for assistance.

2. Changes in Supplemental Security Income (SSI) Eligibility

SSI provides monthly payments to adults and children with a disability or blindness who have income and resources below specific financial limits.

When your child turns 18, Social Security will review their eligibility for continued SSI payments based on the disability rules for adults. For more information, please review the publication, What You Need To Know About Your Supplemental Security Income (SSI) When You Turn 18. We also encourage you to check out Social Security's Youth Resources page.

3. Education Transition s

If your child attended public school, they have a few options to continue their education after graduation, including:

Diploma: They may pursue further education in college or trade programs with Individualized Education Program (IEP).

Certificate: They may have the opportunity to continue in a transitional program in their high school even after they complete their senior year. Most are permitted to remain until they turn 22.

Employment: Local Vocational Rehabilitation Services can assist with employment options during pre-graduation IEP meetings.

4. Living Arrangements Supports

Once your child turns 18, they may choose or qualify for different living arrangements depending on the services they already receive. For example, if your child receives therapy services at school, how will they receive them once they transition out of school? They could receive them through a Medicaid Waiver or private insurance.

Qualification for respite services may also look different. Respite services allow family caregivers time to step away from their duties. It is essential you understand all the benefits and options available to your child after they complete high school before deciding on living arrangements and services.

5. Financial Protections

Special Needs Trust: Update estate planning documents before your child turns 18. Otherwise, inheritance may terminate your child's governmental benefits.

ABLE Account: You can deposit funds into this account up to a certain limit each year; however, there are limits on what its funding covers.

Children receiving benefits on a parent's record may continue to receive those benefits until age 19 if they're a full-time elementary or secondary school student. People who have a qualifying disability that began before age 22 may also be eligible to receive child's benefits at any age. For more information, please review the publication, Benefits for Children.

As your child turns 18, consider these issues while you navigate their financial future. For more information, please visit the Social Security website and contact the Special Needs Alliance.
Our posting of this blog does not constitute an endorsement or recommendation of any non-Social Security organization, author, or webpages.
Thanks for your feedback!

Tags: Children, Disability, social security disability benefits

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Margaret A. Graham, Esq., an attorney affiliated with Special Needs Alliance

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5 Things to Know When Your Child with Disabilities Turns 18 | SSA

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When your child turns 18 years old, they legally become an adult. This is an important time to consider their financial future - especially if they need additional care into adulthood.

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ALTERNATIVAS A LA TUTELA Y CONSERVATORÍA

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ALTERNATIVAS A LA TUTELA Y CONSERVATORÍA

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Applying for a Job - The Young Adults Guide Revised 2023

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"For most of us,
technology makes things easier.
For a person with a disability,
it makes things possible."

- Judy Huemann, American Disability Rights activist and Former Assistant Secretary, US Department of Education, Office of Special Programs

A.T. Corner

Want to learn about
assistive technology options?

Locations

Visit one of our A.T. Resource Centers for hands-on demonstrations to try your options for the device, software, or app that is right for you.

IATP Services

We provide assistive technology resources and expertise to all Idahoans with disabilities through the following mechanisms:

The Idaho Assistive Technology Project is a federally funded grant project located at the Center on Disabilities and Human Development as part of the University of Idaho's College of Education, Health and Human Sciences. The Project was founded in 1992 and funded through the Assistive Technology Act of 1998, as amended. Our goal is to help Idahoans with disabilities acquire the assistive technology they need to live more independent lives.

IATP Newsletter

Would you like to receive emails about upcoming events, disability resources, and available AT services? Sign up for our free newsletter!

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"For most of us, technology makes things easier. For a person with a disability, it makes things possible." - Judy Huemann, American Disability Rights activist and Former Assistant Secretary, US Department of Education, Office of Special Programs Want to learn about assistive technology options? Visit one of our A.T.

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68-1405. Special needs trusts - Requirements - Jurisdiction of court - Court orders. (1) If a court orders that money of a minor or incompetent person be paid to a special needs trust, the terms of the trust shall be reviewed and approved by the court and shall satisfy the requirements of this section. The trust shall be subject to the continuing jurisdiction of the court, and is subject to court supervision to the extent determined by the court. The court may transfer jurisdiction to the court in the county where the minor or incompetent person resides.

(2) A special needs trust may be established and continued under this section only if the court determines all of the following:

(a) That the minor or incompetent person has a disability that substantially impairs the individual's ability to provide for the individual's own care or custody;

(b) That the minor or incompetent person is likely to have special needs that will not be met without the trust; and

(c) That money to be paid to the trust does not exceed the amount that appears reasonably necessary to meet the special needs of the minor or incompetent person.

(3) If at any time it appears that:

(a) Any of the requirements of this section are not satisfied or the trustee refuses without good cause to make payments from the trust for the special needs of the beneficiary; and

(b) That the Idaho department of health and welfare or a county or city in this state has a claim against trust property, then the Idaho department of health and welfare, the county or the city may petition the court for an order terminating the trust.

(4) A court order for payment of money or property to a special needs trust shall include a provision that all statutory liens properly perfected at the time of the court's order, and in favor of the Idaho department of health and welfare or any county or city of this state, shall be satisfied first.

[68-1405, added 1995, ch. 214, sec. 1, p. 744; am. 2010, ch. 235, sec. 68, p. 603.]

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68-1405. Special needs trusts - Requirements - Jurisdiction of court - Court orders. (1) If a court orders that money of a minor or incompetent person be paid to a special needs trust, the terms of the trust shall be reviewed and approved by the court and shall satisfy the requirements of this section.

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1. Transition to 18_Parent Tracking Sheet (2)

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What Can Life Look Like for Our Child When They Become and Adult PPT

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What Can Life Look Like for Our Child When They Become and Adult PPT

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What Can Life Look Like for Our Child When They Become an Adult

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6. Social Security Disability Insurance (SSDI) Work Incentives (2020)

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5. Social Security Disability Insurance (SSDI) & Planning for Work (2020)

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4. What is Social Security Disability Insurance (SSDI)?

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3. Supplemental Security Income (SSI) & Youth Who Work (2020)

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2. Supplemental Security Income (SSI) & Work (2020)

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1. What is Supplemental Security Income (SSI)? (2020)

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IPUL Health

IPUL is Idaho's F2F HIC

​

Idaho's Family To Family Health Information Center

Family To Family Health Information Centers (F2F-HIC) are established to provide information and assistance to families of children and youth with special health care needs. Idaho Parents Unlimited is the F2F-HIC for Idaho.

As a parent led organization, we recognize that caring for children with special health care needs is often complex. Like you, we are parents of children and young adults with physical, developmental, and mental health challenges, and we have firsthand experience negotiating the maze of health care services and programs in our state.

We assist families of children with special health care needs to become informed, experienced, and self-sufficient advocates for their children and themselves.

Family Voices aims to achieve family-centered care

IPUL is the Family Voices State Affiliate Organization. for all children and youth with special health care needs and/or disabilities.
We provide families tools to make informed decisions, advocate for improved public and private policies, build partnerships among professionals and families, and serve as a trusted resource on health care.

Financing and Eligibility

Financing and Eligibility

SSDI/SSI

Social Security

The Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) programs provide assistance to people with disabilities.

The SSDI program pays benefits to you and certain family members if you are "insured." This means that you worked long enough - and recently enough - and paid Social Security taxes on your earnings. The Supplemental Security Income (SSI) program pays benefits to adults and children with disabilities who have limited income and resources.

While these two programs are different, the medical requirements are the same. If you meet the non-medical requirements, monthly benefits are paid if you have a medical condition expected to last at least one year or result in death.
See the official page here.

This is a link to the application

EPSDT

Early Periodic Screening, Diagnosis, and Treatment (EPSDT)

The Early, Periodic, Screening, Diagnostic and Treatment (EPSDT) benefit allows a child under 21 to receive medically necessary services that exceed the limits of the Idaho Medicaid plan. The EPSDT benefit is provided to ensure physical conditions or mental illnesses, which can affect a child's growth or development are found and treated early.

Who can get EPSDT services?

If you are eligible for Children's Medicaid or CHIP, you can qualify for services under EPSDT. There are not different income limits for this program. Children enrolled in Medicaid are eligible for medically necessary screenings, diagnosis, and treatment for physical conditions or mental illnesses. If Idaho Medicaid doesn't usually cover a service under basic plans, but it is listed in the federal Medicaid law, then it is coverable under EPSDT. Companies who provide these services to children enrolled in Idaho Medicaid must use EPSDT as a guide.
Idaho Health and Welfare EPSDT Website EPSDT Prior Request Form
Optum Idaho manages the Idaho Behavioral Health Plan. EPSDT services through Optum are accessed through the following form:

EPSDT Optum (pdf)

The Medicaid program's benefit for children and adolescents is known as Early and Periodic Screening, Diagnostic and Treatment services, or EPSDT. EPSDT provides a comprehensive array of prevention, diagnostic, and treatment services for low-income infants, children and adolescents under age 21, as specified in Section 1905(r) of the Social Security Act (the Act). The EPSDT benefit is more robust than the Medicaid benefit for adults and is designed to assure that children receive early detection and care, so that health problems are averted or diagnosed and treated as early as possible. The goal of EPSDT is to assure that individual children get the health care they need when they need it - the right care to the right child at the right time in the right setting.
EPSDT - A Guide for States

Children's Mental Health

Children's Behavioral Health

Children's Mental Health (CMH) has been instrumental in the development of Youth Empowerment Services (YES), the new system of care in the state of Idaho for children with serious emotional disturbance. In addition, CMH Regional Mental Health offices provide connections and services for children and youth without Medicaid.
Children's Behavioral Health Homepage

Youth Empowerment Services Homepage

Children's Special Health Program

Children's Special Health Program

The Children's Special Health Program (CSHP) is a statewide financial assistance program for uninsured children with a qualifying medical condition(s) requiring long-term multi-disciplinary medical treatment and rehabilitative measures to improve ability to function. CSHP works with families, providers, and communities to ensure access to care that is family-centered, community-based, and culturally sensitive.

Visit the Idaho Department of Health and Welfare Children's Special Health program page here

Pregnancy / Prenatal Care

Pregnancy

Pregnancy

Did you know...

Every year nearly one million American women deliver babies without receiving adequate medical attention.

Babies born to mothers who received no prenatal care are three times more likely to be born at low birth weight, and five times more likely to die, than those whose mothers received prenatal care.

If you are pregnant, programs in your State can help you have a healthy baby. These programs offer medical care, support and advice for pregnant women, information about health insurance and other services you and your baby may need.

For more information about prenatal services from the U.S. Department of Health and Human Services click here.

WIC helps families by providing:

Checks to buy health supplemental foods from local grocery stores ( authorized WIC vendors)

Nutrition education

Help finding healthcare and other community services

Breastfeeding information and support

More information can be found here.

The Office on Women's Health provides national leadership and coordination to improve the health of women and girls through policy, education and model programs. Click here for information from The Office on Women's Health.

Prenatal Screening

Prenatal Care and Screening

Prenatal Screening Links and Resources:

Idaho Perinatal Project - The primary purpose of the Idaho Perinatal Project is to reduce maternal and infant morbidity and mortality and to improve pregnancy outcomes throughout the state of Idaho.

St. Luke's Maternal Fetal Medicine | Genetic Counseling - They help clarify the risks for occurrence or recurrence of a genetic or inherited disorder or condition in specified family members. They help patients and families make sense of complex options for testing and interventions and explain the results of diagnostic tests

Prenatal Care and Testing (Eastern Idaho Regional Medical Center) - Prenatal care is the regular healthcare you will receive during pregnancy from your doctor, midwife, or other healthcare professional.

Kootenai Health Family Birth Center (Coeur d'Alene, Idaho) - Kootenai is one of only about 100 Baby-Friendly hospitals in the nation. This designation represents the highest standard of care for mothers and babies. A dedication to improving infant health through breastfeeding and other maternal-infant care practices in every department of the hospital helped Kootenai earn this distinction.

St. Luke's Clinic - Obstetrics and Gynecology - Obstetrics and gynecology is medical care for women of all ages that includes (but is not limited to):

High and Low Risk Obstetrics

TVT Surgery for Urinary Incontinence

Endometrial Ablations

Women's Surgery

Cancer Prevention

Pelvic Pain

Family Planning, Tubal Ligations

Endometriosis

3D/4D Ultrasounds in the Office

STD Screening

Newborn Screening

Screening is required by State law:
The Idaho Legislature has instructed the Department of Health and Welfare to require that all babies born in Idaho receive two screening tests for Phenylketonuria (PKU) and other disorders that can result in mental retardation or other serious health problems. This procedure is called the "newborn screen," or the "newborn blood spot screen." This test should not be called "The PKU" or the "The PKU Test," as Idaho now screens for more than 46 conditions. To learn more about the conditions tested for in Idaho, see the Idaho Practitioner's Manual.

This is a list of the conditions that Idaho screens Newborns for.

You can see the entire Idaho Metabolic Screening Panel at this link:

Idaho Metabolic Screening Panel
https://publicdocuments.dhw.idaho.gov/WebLink/DocView.aspx?id=3836&dbid=0&repo=PUBLIC-DOCUMENTS&cr=1

Newborn screening is just one of many things that happen in the first few days after a baby is born. The information found at http://babysfirsttest.org/ can help prepare expecting parents for the newborn screening process and answer common questions, such as: What should I do Before Birth? What are the Screening Procedures? How should I respond to the Results? What are the Screening Outcomes? What happens to the Blood Samples?

Hearing Assesment
Click Here for more information.
The National Center for Hearing Assessment and Management serves as the National Resource Center for the implementation and improvement of comprehensive and effective Early Hearing Detection and Intervention (EHDI) systems. As a multidisciplinary Center, our goal is to ensure that all infants and toddlers with hearing loss are identified as early as possible and provided with timely and appropriate audiological, educational, and medical intervention.

The Western States Regional Genetics Network is a federally-funded, multi-state project that seeks to improve individual and family health throughout the life course. The participating states and territories are: Alaska, California, Guam, Hawaii, Idaho, Oregon, and Washington.

Their activities aim to increases access to and reduce disparities in newborn screening and clinical genetic and genomic services for individuals with or at risk for heritable disorders. Click here for more information.

Genetics Testing Overview

From the National Oganaization for Rare Diseases - Genetic Testing 101 for Parents Webinar

Do you want to learn more about how genetic testing can be helpful in the diagnosis and management of rare diseases? These topics and more were covered in a NORD RareEDU webinar. In this recording, NORD welcomed Debra Regier, MD, Director of Genetic and Genomic Education at Children's National Hospital in Washington, DC, gives an overview of the different types of genetic tests, indications for their use, and their benefits and limitations. The recording also includes stories from patients and families who have had genetic testing and the impact it has had on their lives.

Genetics Resources / Diagnosis Information

Genetics Resources

Idaho Parents Unlimited has an internal tool that we use with families to help you navigate the complicated systems of genetics including trying to get a diagnosis for your child, accessing genetics services, understanding how genetics services may be paid for, and resources for specific diagnoses. Please feel free to contact us for more information. Furthermore, below are some links that may be helpful.

Birth to Three

Birth to Three

Idaho's Infant Toddler Program (ITP) coordinates a system of early intervention services to assist Idaho children birth to three years of age who have a developmental delay or who have conditions (such as prematurity, Down Syndrome, hearing loss) that may result in a developmental delay.

The ITP links children with services that promote their physical, mental and emotional development and supports the needs of their families. These can include therapeutic, educational, and supportive services, such as:

Family education

Speech therapy

Occupational therapy

Service coordination

Family training

Counseling

Home visits

Health services

Children referred to the Infant Toddler Program are assessed to see if they meet program eligibility. If eligible, an Individualized Family Service Plan (IFSP) is written that outlines services for the child and their family. This plan is reviewed every six months. At three years of age, ITP assists with the child's transition to a developmental preschool program or other community services.

Hearing Loss is the most common birth disorder in newborns. It affects how your baby perceives sound and is able to communicate with you and the world. 90% of infants with hearing loss are born to hearing parents. Please don't wait. Much can be done if hearing loss is identified early.

ZERO TO THREE is a national nonprofit organization that provides parents, professional and policy makers the knowledge and the know-how to nurure early development.

Neuroscientists have documented that our earliest days, weeks and months of life are a period of unparalleled growth when trillions of brain cell connections are made. Research and clinical experience also demonstrate that health and development are directly influenced by the quality of care and experiences a child has with his parents and other adults.

That is why at ZERO TO THREE our mission is to ensure that all babies and toddlers have a strong start in life.

We know that as babies, the way we are held, talked to and cared for teache us about who we are and how er are valued. This profuondly shapes who we will become.

Early experiences set a course for a lifelong process of discovery about ourselves and the world around us. Simply put, early experiences matter. We encourage you to learn more about very young children, early development and the work of ZERO TO THREE by exploring our site.

School Aged Children with Special Health Care Needs

School Aged Children With Special Healthcare Needs

From HRSA:
Children and youth with special health care needs (CYSHCN) are those who "have or are at increased risk for chronic physical, developmental, behavioral or emotional conditions and also require health and related services of a type or amount beyond that required by children generally.

Transitioning to Adulthood

Oral Care

Oral Care and Transitioning to Adulthood

This is a lunch and learn IPUL did on May 26, 2021 with Angela Lindig and Stephanie Walters on the topic of Oral Care for children with special healthcare needs in Idaho.

Some of the barriers that families with children and youth with special health needs are facing include:

Not being able to find a dentist that will accept Idaho Medicaid (families are hearing that Medicaid requires more documentation and denies claims more often that other insurances)

Dentists that accept Idaho Medicaid are not accepting new patients

Dentists don't have the training or experience in handling children and youth with special health needs, their diagnosis or needs (things like how the medications they take effect their dental health, how to provide comprehensive care like needing to do dental treatment under anesthesia, the struggles families face trying in taking care of their children's dental needs (oral aversion, refusal to brush teeth, not being provided the resources and adaptive equipment to manage their child's dental health)

Having to travel long distances to obtain dental care for their special health needs child (Primary Children's Hospital, UT and Spokane)

Being denied orthodontic services that are medically necessary

Transition to adulthood (the challenges that families with children and youth face are even more difficult when they must transition from a pediatric dentistry provider to someone who will accept adult Medicaid)

Resources for families that were discussed included:

A Provider locater tool that was recently updated on the Idaho Smiles webpage that indicates dental providers who treat special needs

Member Services as a resource to provide assistance and stay on the phone to ensure that families are provided with excellent customer service and scheduled an appointment with a provider

If Member Services is unable to provide an acceptable connection, then a Idaho Smiles Case Manager would get involved

Idaho Smiles is accustomed to working with primary and secondary insurance scenarios (primary private dental insurance with secondary Medicaid (Katie Beckett)

Idaho Smiles emphasizes network development for providers that are not currently enrolled with Idaho Smiles (for example, if a provider accepts Delta Dental but is not enrolled as an Idaho Smiles provider, Member Services attempts to have that provider enroll and support them through the process to increase the number of Idaho Smiles providers throughout the state)

Idaho Smiles offers/provides case management services to any member identified with special needs; this is an elective program, not required; they have to obtain consent and will assist to ensure that member is able to obtain dental services that meets the member's needs

Case management is available for pregnant women and special needs adults and children

Idaho Smiles will assist pediatric dental providers to continue to work with their patients as they transition to adulthood or help the member connect with a dental provider who provides adult care

Idaho Smiles works closely with Dr. Brooke Fukuoka who advocates for expanded access for dental care for adults with special needs; she created an organization that trains dental providers in Idaho to work with patients with special needs; she provides education to dental providers through a HRSA grant; she works out of a FQHC; she works with a special model to train dental providers; has hospital privileges; sees adult special needs patients in special care facilities; she has a website Your Special Smiles PLLC with education/resources for dental providers in working with special needs population; she provides portable dentistry

Orthodontic care is determined by medical necessity based on specific criteria adopted by administrative code; dental providers can request prior authorization of services as long as the orthodontic work has not already been started; can appeal decisions and provide additional information for review; Idaho Smiles allows for an orthodontic screen once a year as a benefit under the children's program; dental providers can continue to submit prior authorizations as the child grows as a large majority of the denials for orthodontic treatment is based on requesting services prior to necessary growth of child

Part of a general dentist's education and dental residency should cover special needs training but if not they have resources and work with their Dental Director and Executive Director to provide outreach and training

Idaho currently has 45% of dental provider population that services Idaho Medicaid population

Idaho Smiles Case Managers provide a dental health assessment, identify needs (such as transportation, translation, difficulty accessing care) and will provide services to the member as long as eligible and family requests services

Idaho Smiles also has a Member Advocate available to assist

Telehealth

Telehealth Information

Family Telehealth Advocate Training

This is a link to a telehealth training course for family advocates and others who work with families. This course will give you a foundation of knowledge about telehealth and where to find resources that families can use to connect to services by telehealth.

https://www.familytelehealthtraining.org/

This project is a collaboration of the Western States Family to Family Health Information Centers and Public Health Maternal and Child Health Programs, Western States Regional Genetics Network, and Pacific Basin Telehealth Resource Center.

What to expect from a Telehealth Visit:

What to Expect From a Telehealth Visit (Youtube Video Link)

Qué esperar de una visita de telesalud (Enlace de video de YouTube)

This is a good overview of the process of having a telehealth visit, created by the Hawaii State Department of Health Genomics Section - also in Spanish!

This tip sheet offers pediatric and adult clinicians sample content that can be used to facilitate a "warm handoff" to adult care as well as a sample resource for the transferring young adult that explains the telehealth visit.

Family Voices Telehealth Information

Family Voices National has created several resources that can be found on their website including these short webinars for telehealth basics:

Caregiving

Caregiving Information

The Idaho Caregiver Alliance is a coalition of individuals and organizations focused on expanding opportunities for respite across the lifespan.

Sponsored by the Idaho Caregiver Alliance, the program helps caregivers connect with resources throughout Idaho to improve their quality of life.

Facebook Live with IPUL and the Idaho Family Caregiver Navigator Project
This is a link to a facebook live we did with the Family Caregiver Alliance about their navigator project which is linked above.

CALL US!

MAIN:
(208) 342-5884

FAX:
(208) 342-1408

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​ Family To Family Health Information Centers (F2F-HIC) are established to provide information and assistance to families of children and youth with special health care needs. Idaho Parents Unlimited is the F2F-HIC for Idaho. As a parent led organization, we recognize that caring for children with special health care needs is often complex.

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Tools for Life Health Care Transition Power Point Presentation

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Tools for Life Health Care Transition Power Point Presentation

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There are lots of different ways to describe a disability and there are a lot of different disabilities.

According to government legislation, a disability is "an impairment that limits function." What exactly does THAT mean? Well, basically it means that something is going on with you that may change the way you do things or the way in which you live your life. Maybe it affects the way you learn, the way you get around, or the way you take care of yourself. A disability is just another part of who you are, like having brown hair, green eyes, or being tall or short.

There are hundreds of different disabilities, each with a different name. Some of the most common are: Spina Bifida, Cerebral Palsy, Muscular Dystrophy, Mental Retardation, Attention Deficit Disorder, Learning Disabilities, Blindness, Deafness, Hearing Impairment, Head Injury, and Spinal Cord Injury. But there are a lot of other ones too.

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There are lots of different ways to describe a disability and there are a lot of different disabilities. According to government legislation, a disability is "an impairment that limits function." What exactly does THAT mean? Well, basically it means that something is going on with you that may change the way you do things or the way in which you live your life.

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Self-Determination IEP Participation - I’m Determined

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This brochure coaches a student on how to participate in his/her IEP. It includes ideas on what to do before, during, and after the meeting.

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This presentation is meant to educate teachers on how to implement student-led IEPs. Includes resources to get you started.

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ID Transition Timelines and Planning Activities

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ID Transition Timelines and Planning Activities

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ID Graduation Timeline and Transition Activities 2021 (1)