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This comprehensive guide addresses crucial aspects such as Understanding Autism in College, Transitioning to College, Academic Strategies, and Social Tips. Each section is designed to provide students, educators, and support staff with actionable insights and tools to enhance the educational experience for students with autism. By focusing on strengths and offering tailored strategies, we hope to foster a more inclusive and supportive learning environment for every student.

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Whether just starting kindergarten or making their way to college, students with autism spectrum disorder (ASD) face a number of unique challenges. If you, a friend, or a loved one has ASD, use this guide to find academic resources, social support, and expert tips for school success.

Meet the Expert

Patrick Dwyer

Autistic PhD Student

Patrick Dwyer is an autistic PhD student at UC Davis whose research focuses on autism. His research uses methods like electrophysiology, eye-tracking and questionnaires, and he is particularly interested in sensory processing and attention in autism. Patrick also facilitates a peer-support group for autistic students at his university. If you are interested in more of Patrick's thoughts on all things autism and neurodiversity, check out his blog at autisticscholar.com.

School poses challenges for all students at one point or another, but for students with Autism Spectrum Disorder (ASD), challenges can be more frequent and have significant impacts on academic and social development.

According to the CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network, an estimated 1 in 54 children in the U.S. are autistic. However, many schools and educators are not equipped to support these students as they work their way through the school system and into adult life. Around one-third of autistic students enroll in college, making early preparation in primary and secondary school-and continued support through college-crucial to student success and autonomy.

This guide breaks down some of the most significant factors that impact students with ASD, and provides support tips and resources for elementary, middle, high school, and postsecondary institutions and educators. Also get unique expert insights from autistic doctoral student and autism researcher, Patrick Dwyer, on navigating school with ASD and effective ways to support autistic students.

How Autism Spectrum Disorder Can Affect Learning

School poses unique challenges for all students, but certain characteristics of autism can make learning more difficult for students with ASD. ASD is indeed a spectrum, and its facets can manifest differently in each student and impact them to vastly different degrees throughout their lives. Getting familiar with ASD can help students, teachers, and parents understand effective ways to approach academic and social learning in school.

How Schools Can Support Students with ASD

With a better understanding of how ASD affects learning, educators and schools can support their autistic students more effectively and make informed decisions about creating equitable learning environments. Here are some tips and ideas educators can use to support students at different points in their education.

The Education Rights of Students with ASD

Students on the autism spectrum have legally protected learning rights. These rights can differ by location and may change as students progress through the school system, so it's good to get familiar with them early. Knowing these different education rights can help autistic students and their families advocate for themselves and access a fair education.

One of the most significant pieces of legislation that protects autistic students in school is the Individuals with Disabilities Education Act (IDEA). Under the IDEA, children with disabilities, including autistic children, have the right to a free public education appropriate to their needs.

Free appropriate public education, or FAPE, is one of the main tenets of the IDEA. Students, their families and their schools must work together to determine what is appropriate given the student's needs and the school's resources. This means giving students access to the least restrictive environment (LRE) for their learning.

The LRE refers to a learning environment in which students have the most opportunity to interact with neurotypical, non-disabled students. This is also known as "mainstreaming." If students and families do not think their school's LRE offers the most benefit to their needs, they can consider other learning options, like special education schools or learn from home options.

Early intervention (EI) and special education services are also covered under the IDEA. Early intervention services are funded by federal grants to address the development of autistic children through age two. An Individual Family Service Plan (IFSP) delineates a child's needs and the services they will receive to meet those needs. Once the child is three years old, they are no longer eligible for EI but can take advantage of special education services.

Special education focuses specifically on education access rather than holistic cognitive development, but it is also highly individualized. An Individualized Education Program (IEP) documents strengths, weaknesses, goals and services used to support a student. The IEP is a collaborative agreement between a student and their family, educators and schools that changes and follows them as they progress through school. The IEP is an important advocacy tool, too, because students and parents can refer to the agreement if educational needs are not being met.

Autistic students may also have the right to extended school year services (ESY), which help keep their education going through school breaks, and assistive technology (AT) in the classroom. Beneficial AT must be documented in the student's IEP.

Students who do not qualify for IDEA protections may still qualify for educational accommodation under the ADAAA, which is detailed below.

Once students leave high school, they are no longer protected under the IDEA. Instead, the Americans with Disabilities Act Amendments Act (ADAAA) offers certain rights and protections through secondary school and beyond.

Students who qualified for IDEA protection automatically qualify for protection under ADAAA, but those who didn't qualify for IDEA may have protected learning rights under ADAAA, too. Under ADAAA, schools must provide reasonable accommodations to allow students to learn most effectively. These requirements are the same as those listed under section 504 of the Rehabilitation Act of 1973. Section 504 helps ensure equitable access to education and prevents discrimination toward people with disabilities in federally-funded settings, including most schools.

Students who qualify for ADAAA support receive a 504 plan. This plan is similar to an IEP in that it outlines appropriate services to which a student is entitled, but there are some key differences between the two documents. The IEP is individualized and includes special education plans, whereas the 504 outlines which services and supports a school will use to make education more accessible to a student. 504 plans do not have to be written agreements, and they can be less formal than IEPs.

In 2008, the Higher Education Opportunity Act (HEOA) was reauthorized and included changes directed specifically toward students with disabilities. Students who attend a comprehensive transition and post-secondary (CTP) program at a not-for-profit higher education institution are eligible to receive federal financial aid. They do not need to have a high school diploma or GED, and they do not need to be pursuing a degree or certificate.

Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were also created under the HEOA. Through TPSID, students can get support for academics, employment, social activities and independent living.

ASD Learning Tips and Insight from an Expert

Patrick Dwyer is an autistic PhD student at UC Davis whose research focuses on autism. His research uses methods like electrophysiology, eye-tracking and questionnaires, and he is particularly interested in sensory processing and attention in autism. Patrick also facilitates a peer-support group for autistic students at his university. If you are interested in more of Patrick's thoughts on all things autism and neurodiversity, check out his blog at autisticscholar.com.

Schools should remember that their systems and structures are designed with the needs of neurotypical students in mind and that these systems and structures don't necessarily work well for autistic people. The design of campus buildings can be an issue; many of us have sensory sensitivities that can make it difficult to function in crowded hallways and lecture halls, and universities should keep sensory needs in mind when designing new buildings.

There are also numerous unwritten expectations that neurotypical students are expected to just pick up on. It would help if more universities set up dedicated transition programs for new students so that these expectations can be taught. Universities should also make sure students can transition out of university into a job or into graduate school; many autistic students don't realize (because the expectation is unwritten) that they should be getting volunteer or job experiences as well as succeeding in their classes. A work experience program for autistic students would be extremely helpful.

Finally, if at all possible, regular meetings with a university staff mentor who could help autistic students with time management and planning would be very useful.

I'll also mention things I don't think are quite as helpful. I don't think social skills programs are that useful in college; I believe the best path to social success for autistic college students is to find the right social community, not to work on "social skills" that help us appear more neurotypical. I also think "peer mentorship" programs where a neurotypical peer is paid to befriend an autistic student need a little bit of rebranding. The very term "mentor" elevates the neurotypical above the autistic "mentee," and in my view this idea that the autistic student is inferior is problematic. I don't oppose the idea of these peer connections, but I dislike the assumptions behind the terminology. Lastly, I think it is quite unfair for colleges to charge autistic students extra for any of these programs; disability supports should be free.

This depends on how much initiative and drive to succeed is shown by the autistic student, of course! If students are highly motivated to attend college and to succeed there, then family and educators should try to facilitate the student's ambition by providing advice, guidance, reminders, and suggestions while letting the student take the lead. As I noted, it's often helpful if students can continue to live at home and have some support with daily living.

If the student isn't taking the lead or showing a clear sense of what they want to do, then family and educators should try to encourage the student to figure out what they want to do in adulthood and the path they could take to get there. This goal might change later, of course, but the point is that the student should be motivated to succeed.

If the autistic student still isn't motivated after family and educators' best efforts, then you should probably reconsider whether now is the right time for college. Maybe the autistic individual would rather get a job without attending college, or maybe they are experiencing some burnout and need more time to recover their mental health. Students need some drive and motivation to succeed at college.

One important thing is to reduce unnecessary demands. For example, is it necessary to expend a huge amount of effort coping with a particular noise? Perhaps, if the noise in question is generated by hordes of students taking a class that you need to take to graduate (although even in this case there might be coping strategies that would help). But is it necessary to expend energy on coping with the loud noise of a party if you aren't even enjoying the party? Probably not.

Furthermore, like I said, many of the pressures that autistics face are caused by neurotypicals not realizing how stressful certain things can be for autistics. Neurotypicals can help by having a little more empathy for the autistic perspective and adjusting their expectations.

Sometimes accommodations can help reduce unnecessary demands. Indeed, some disability offices allow disabled students to take a reduced course load while still officially counting as full-time students.

Overall, I think we need to adjust the amount of demands and stress we face until we reach an optimal level. We need to feel productive - we need to feel that we are contributing something - but we shouldn't feel crushed by an excessive load.

Resources and Tools for Students With ASD

There is a wealth of resources available online and in local communities to help support autistic students and their families and educators. The resources below can give students, teachers and parents an idea of what's available and get them started in their search for additional information and support.

K-12 ASD Resources

Community & School Resources

Autism Speaks Resource DirectoryUse this directory to find education resources in your area, or browse resources by age group.

Community Autism ResourcesCommunity Autism Resources, based in Massachusetts, is an example of a community organization that supports autistic students and offers programs and resources to boost education, work experience and social interaction.

New York City Department of Education - Special EducationThis is an example of a state- or city-specific special education resource page. New York City's page offers information on different school settings, support and services, IEPs and help for transitioning to different school levels.

Professional Resources

Accommodations and Supports for School-Age Students with ASDThe Center for Autism Research offers a quick rundown of some different teaching strategies and activities teachers can use with their autistic students.

Center on Secondary Education for Students with Autism (CSESA)CSESA is a research and development project funded by the U.S. Department of Education. Professionals and families can find tons of informative guides, tools and modules to support secondary students in a range of facets.

IRIS CenterThe IRIS Center offers robust education resources like case studies, modules and activities to help educators dig into specific evidence-based practices that meet the needs of autistic students. Educators can also get professional development hours through IRIS courses.

NAESP - Autism ResourcesThe National Association of Elementary School Principals offers tools and information to help elementary administrators support autistic students and their teachers.

Organization for Autism Research (OAR)Educators can access informative guides and professional development resources as well as lessons and activities for autistic students and their neurotypical peers.

Tools

Autism AppsFind a variety of apps to meet specific needs and help autistic students. Narrow your search, read reviews and watch video demos of apps before downloading.

Boardmaker OnlineBoardmaker is a popular tool for creating visuals to streamline communication with autistic students.

DigitabilityDigitability can be a great digital literacy for older students, especially as they prepare for college and work.

Proloquo2GoThis augmented and alternative communication (AAC) app can help students communicate, develop language skills and advocate for themselves. It's highly customizable and uses a symbol-based system to allow users to communicate effectively.

College ASD Resources

Community and School Resources

Tools

AbilityLinks and abilityJOBSStudents looking for supportive jobs and internships in college can use these national job search sites to find positions with employers who are experienced in working with autistic adults.

SonocentSonocent is an advanced note taking tool that converts audio into written notes. This can allow autistic students to focus on listening to lectures while still getting a transcript they can reference later on. Students can buy their own Sonocent plan, or they can see if their school has an account in place. Schools that don't use Sonocent may be willing to purchase an institutional plan, so it's worth asking about.

Stairway to STEM PodcastsThese podcasts focus on different aspects of autism in college and can appeal to autistic and non-autistic students alike.

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Resources and Support for Students with Autism: Strategies and Tips for Schools Success

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Whether just starting kindergarten or making their way to college, students with autism spectrum disorder (ASD) face a number of unique challenges. If you, a friend, or a loved one has ASD, use this guide to find academic resources, social support, and expert tips for school success.

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The I’m Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior.

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CA Autism Professional Training and Information Network

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CA Autism Professional Training and Information Network

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Explore over 1,000 careers by industry, career cluster, salary, and education requirements to find the career for you.

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WHO DO U WANT 2B? - The 15 Career Pathways

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This site includes Information on California high school and community college courses, career options, and financial assistance. It will help you make decisions about the right courses to take in high school and community college so that you have the opportunity to turn that passion of yours into a great job and a great future.

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Resources for families to help children with special needs be successful at home and at school

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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Soft Skills - Training and Certification for Business

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The California CareerZone helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

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Youth, Disclosure, and the Workplace Why, When and How

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SEIE - Student Earned Income Exclusion 2025

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WorkAbility I - Admin Overview Presentation link: https://docs.google.com/presentation/d/1VEBjYBCuTqzZECa6tyxya1m42DNJGvPu4Ok81uEk1es/edit#slide=id.g19b3021664_1_26 **This presentation is geared toward school board, administration, etc. WorkAbility I Fast Facts are available to print. Local items you may also consider sharing: brochures, policies & procedures, business cards, list of business partners, etc. _____ WorkAbility I - Teacher Presentation link: https://docs.google.com/presentation/d/111nX5WthKKqrcz8dPMaW8ASErKqo25LHxsXmPx-DPQg/edit#slide=id.p3 **This presentation is geared toward teachers.

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FINAL College & Career Pathways Trifold Brochure

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www.matrixparents.org/

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A Message to Our Matrix Community

We wanted to let you know there are some changes happening at Matrix Parent Network and Resource Center. Recently our Executive Director, Steve Diamond, made a decision to end his position at Matrix and take a Program Director position at a larger organization in Marin. We wish Steve the best and thank him for all the work he did at Matrix during his 2.5 year tenure.

The Board of Directors will begin the process of searching for a new Executive Director in the coming weeks. In the meantime, we have rehired Beth Schecter, MPH, MBA, an experienced Interim leader. We welcome Beth back to Matrix and are pleased she can join us at this critical time. Visit Beth's website to learn more about her work or connect with her via email: beths@matrixparents.org

We appreciate your patience during the next few weeks as we all settle into our new situation and as the Board determines its next steps and timeline. We have all learned flexibility during this pandemic and our staff has been incredibly nimble in continuing to provide high quality and much needed support to our parent community.

As we begin to come back to the office and to our community in-person, we are grateful for our resilient Matrix families. We will continue offering online trainings that empower families of children with special needs, and hope you will also join one of our online support group s.

In Collaboration,
Colleen Arnold, Matrix Board President

Upcoming Events

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We wanted to let you know there are some changes happening at Matrix Parent Network and Resource Center. Recently our Executive Director, Steve Diamond, made a decision to end his position at Matrix and take a Program Director position at a larger organization in Marin.

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EducationPlanner.org, a public service of the Pennsylvania Higher Education Assistance Agency (PHEAA), offers practical and easy-to-understand advice and information on how to deal with common financial situations facing today’s college students and recent graduates.

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Transforming Lives for People with Disabilities | National Disability Institute

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National Disabilitiy Institute focuses on the financial health and well-being of people with disabilities. Contact us to see how we’re transforming lives.

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DR203 Student Services Plan Request - Rev 12-2021

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WorkAbility I - Student Presentation link: https://docs.google.com/presentation/d/1oZJH9OgyIPR9xa47q_9JQmM96vetl2drO2kJo3nBV_I/edit#slide=id.g13ce0434b3_0_81 **This presentation is geared toward students. WorkAbility I Job Placement QRG is available to print. Local items you may also consider sharing: Living Life On-Line, Kids & The Law (free order), transition plan worksheet, brochures, policies & procedures, local school-based service providers contact information, local community-based service providers contact information, etc.

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WorkAbility I - Student Presentation link: https://docs.google.com/presentation/d/1oZJH9OgyIPR9xa47q_9JQmM96vetl2drO2kJo3nBV_I/edit#slide=id.g13ce0434b3_0_81 **This presentation is geared toward students. WorkAbility I Job Placement QRG is available to print. Local items you may also consider sharing: Living Life On-Line, Kids & The Law (free order), transition plan worksheet, brochures, policies & procedures, local school-based service providers contact information, local community-based service providers contact information, etc.

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WorkAbility I - Student Presentation link: https://docs.google.com/presentation/d/1oZJH9OgyIPR9xa47q_9JQmM96vetl2drO2kJo3nBV_I/edit#slide=id.g13ce0434b3_0_81 **This presentation is geared toward students. WorkAbility I Job Placement QRG is available to print. Local items you may also consider sharing: Living Life On-Line, Kids & The Law (free order), transition plan worksheet, brochures, policies & procedures, local school-based service providers contact information, local community-based service providers contact information, etc.

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Do you shop on Amazon? You could be supporting Rowell Family Empowerment every time you purchase! How can I support RFENC when I shop on Amazon? Amazon has a program called Amazon Smile. It's no different than going directly to Amazon.com except that you login through a different door, tell...

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Matrix Parent Network Training Presentation

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Matrix Parent Network Training Presentation

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Matrix Parent Network and Resource Center

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Cultivating Independence for Young Adults

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Designing Your Career: The Outsider Problem

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Designing Your Career: The Outsider Problem

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The Outsider Problem is what many people experience as they begin searching for new jobs or try to change industries. This video gives context to frame the two most powerful tools in designing your career: Networking and Informational Interviewing.

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Designing Your Career: The Outsider Problem

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Designing Your Career: The Informational Interview

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Designing Your Career: The Informational Interview

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Informational interviewing is a powerful way to create new opportunities. This video covers the essential elements of informational interviewing to help you learn, look for work, or 'prototype' new experiences effectively.

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Designing Your Career: The Informational Interview

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Designing Your Career: The Networking Reframe

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Designing Your Career: The Networking Reframe

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Networking is a great way to learn and explore professional opportunities. Many people worry that networking is fake or transactional, but when we understand it as asking for directions it's easier to see how it can be authentic and mutually-beneficial.

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Designing Your Career: The Networking Reframe

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The Two Types of Networking: Outbound and Inbound

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The Two Types of Networking: Outbound and Inbound

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As you begin networking, it's useful to have different strategies for connecting with people. This video outlines what we call Inbound and Outbound Networking.

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The Two Types of Networking: Outbound and Inbound

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Designing Your Career: The Elevator Conversation

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Designing Your Career: The Elevator Conversation

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Many people feel they need to have an elevator pitch to generate professional opportunities. But understanding this 'pitch' as a conversation helps create more authentic interactions and is even more useful in designing your career.

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Designing Your Career: The Elevator Conversation

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When looking for work, many people take job descriptions at face value, or imagine one single position that's a perfect fit somewhere out in the world. In this video we encourage you to generate opportunities by seeking many job offers, rather than searching for a single perfect job.

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Parents Helping Parents’ Connections California: Transition to Adulthood

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Parents Helping Parents’ Connections California: Transition to Adulthood

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free and comprehensive statewide online hub of information and resources that includes more than 100 e-learning videos and a robust schedule of 100+ live training webinars a year in three languages: English, Spanish, and Vietnamese. The content applies to any young adult/adult with any disability. We’ve organized everything into five main categories:

·       Transition Planning: Teens and Tweens

·       Self-Advocacy

·       Education and Training

·       Work Preparation

·       Adult Life

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

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

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

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

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

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

Who can use Connections California? Anyone!

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

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

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

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Transition to Adulthood: Connections California

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

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Has examples of resume by job type or employer

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Our resume builder uses a powerful search through over 500 000 proven resumes to find winning resume examples for every job type in every industry and at every experience level. No other resume builder gives this kind of free access to so many sample resumes.

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Free resume builder with professional templates, sample resumes and high print quality. Fully customizable. Download resume as PDF, Word DOC or HTML.

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FNRC Transition Services Post High School

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Search Butte College degree and certificate programs to determine the right career and academic pathway for you.

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To find out if you are eligible for academic accommodations or adjustments click on the icon below to complete the DSPS application for services.

After completing the application, contact the DSPS office and request an intake appointment. 530-895-2455 / dsps@butte.edu

If you need help completing the online application please click on this link: Online application Instructions

To request academic accommodations if you have already been deemed eligible for DSPS please click on the icon below to log into the DSPS accommodation notification system (AIM).

If you need help requesting your authorized accommodations please click on this link: Student Guide to Request Accommodations in AIM

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To find out if you are eligible for academic accommodations or adjustments click on the icon below to complete the DSPS application for services. After completing the application, contact the DSPS office and request an intake appointment.

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Chico State believes in providing access to its diverse student, employee, and community populations. The Accessibility Resource Center works with staff, faculty, students, administrators, and community members to ensure that all aspects of campus life- learning, working, and living- are universally accessible. We promote and facilitate awareness and access through accommodations, training, and partnerships.

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Chico State believes in providing access to its diverse student, employee, and community populations. The Accessibility Resource Center works with staff, faculty, students, administrators, and community members to ensure that all aspects of campus life- learning, working, and living- are universally accessible. We promote and facilitate awareness and access through accommodations, training, and partnerships.

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Let's Work California Networking Activity Guide

Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Butte County Resources – Healthy Rural California

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Glenn COE parent letter for Social Security

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Glenn COE parent letter for Social Security

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Disability Benefits 101 - Choose Your State

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

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HelpCentral.org | Connecting Butte County with Free and Low-Cost Services

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HelpCentral.org - Connecting Butte and Glenn County residents with free and low cost services

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The Office of Clients’ Rights Advocacy (OCRA) is part of Disability Rights California. OCRA provides free legal information, advice, and representation to regional center clients. OCRA serves clients of all 21 regional centers throughout California and has been serving them since 1999. OCRA helps protect regional center clients' rights.

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Who Can OCRA Help?

Anyone can ask OCRA about a regional center client's rights. OCRA will answer the questions or help find another resource. Regional center clients or family members can ask OCRA to advocate for their rights.

Find your OCRA contacts here

How Can Your Clients' Rights Advocate Help You?

Your Clients' Rights Advocate can:

Help regional center clients and their families get services.

Provide information about rights and services.

Provide training.

Represent regional center clients in meetings and hearings.

Investigate complaints about denial of rights.

How Will OCRA Decide If It Can Help?

In deciding if OCRA can advocate for you, your CRA will look at:

The merits of your case.

Your ability to advocate for yourself.

The availability of OCRA resources.

Other available advocacy resources.

What Can OCRA Help You With

Abuse/Neglect

Alternatives to Conservatorship

Criminal Matters

Discrimination

Guardianship

In-Home Support Services (IHSS)

Medi-Cal

Mental Health

Privacy

Private Insurance

Regional Center Services

School Services

Social Security

Voting

How to Contact Us:

To contact your OCRA office, call:

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

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

Or you can call your advocate directly at the number listed on the staff links page.

If you are an OCRA client and are unhappy with how we helped you, you can file a grievance.

Helpful Links

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Office of Clients' Rights Advocacy (OCRA)

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Anyone can ask OCRA about a regional center client's rights. OCRA will answer the questions or help find another resource. Regional center clients or family members can ask OCRA to advocate for their rights. Find your OCRA contacts here Your Clients' Rights Advocate can: Help regional center clients and their families get services.

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Parents Helping Parents Connections California - Webinars and Tools for transition planning