2016 certainly brought a healthy dose of excitement for Special Kids Crusade. We started off the year with unforeseen funding challenges that encouraged us to focus efforts on determining how SKC could best fulfill its mission while positioning itself for a strong and sustainable future.
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REACH Theatre Fall 2016 |
There is a saying that goes, "It takes both rain and sunshine to make a rainbow." And, indeed, the rain showers we faced at the start of this year were followed by unbelievably bright rays of sun. Enrollment in our REACH community programs hit all time highs. REACH Theatre's fall performance of
Red Riding Hood & The Mod, Mod Wolves debuted to a nearly sold-out crowd. Our REACH Basketball program in Salinas experienced its highest participation to date. SKC's Family Resource Center successfully took on the challenge of helping the underserved in South County - in addition to continuing its work with Salinas and Peninsula families. STAR Toy Library's membership grew. Special Kids Crusade's workshop offerings expanded to meet the needs of parents
and professionals, with topics that ranged from toilet training, educational advocacy and journeying to adulthood to supporting inclusive practices and handling challenging behaviors in classrooms and camps. Last, but not least, SKC's
Including Special Kids programs at the Boys & Girls Club in Salinas and The First Tee of Monterey County are healthy and strong.
As we say goodbye to 2016, the rain clouds are dissipating and a colorful rainbow shines overhead. The forecast for the year ahead is a bright one and we look forward to helping the families we serve find their own rainbows in 2017 and beyond.
It's not too late to help SKC make a difference in the lives of Monterey County children and families with a year-end financial donation. Help us fill pots of gold so that, together, we can help even more children reach for the stars in 2017 and beyond.
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Fill Your Stockings
with Skills
While we hope the holidays are a time for visiting family, taking a break from work, and enjoying magical moments, sometimes that is not reality. Regardless of ability, the holidays can be stressful, exhausting, full of sensory overloads, and, in general, an emotional roller coaster. At Special Kids Crusade we believe in inclusion in all areas, especially the holidays. In order to include your child in what the holidays have to offer without opening yourself
 up to even more stress and exhaustion, some skills may need developing.
There are many skills needed to survive the holiday season: waiting in line, tuning out loud noises such as bell ringing, joining dynamic groups, engaging with strangers such as Santa, and even making use of fine motor skills for activities like opening and wrapping presents. Many children may not have fully mastered these skills YET and I encourage you to see which skills are needed before embarking on your holiday adventures. With schools on break, and the amount of homework for your older children hopefully shrinking, December can be an excellent relevant time to teach these skills.
Whether you slowly increase your child's exposure to Santa or you practice responding to holiday greetings, there are many ways you can be creative in your teaching.
I wish everyone an amazing holiday season and I sincerely hope it is enjoyable and free from stress, exhaustion, and sensory overloads!
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Mark your calendars!
CLICK on the links, below, for event details.
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If my child is considered "high functioning" on the autism spectrum, does that disqualify him from services?
Jennifer Lucas, Advocate with the Silicon Valley-Monterey Bay Office of the State Council on Developmental Disabilities
Dear Advocate: My
son has high functioning autism and exhibits very challenging behaviors. At school, he poses a physical threat to his classmates so his teacher must have him work separately from his peers. He is not cognitively delayed so the district says he does not qualify for an IEP (Individualized Educational Plan).
I called the regional center to seek help. I explained my situation and was told, on the phone, that the regional center could not help me because it doesn't have enough staff to help children who are "high functioning."
My son needs help. Where can I turn to get him the therapy and support I think he needs?
It appears the response you received from the regional center was inadequate. First and foremost, the regional center is required to do an initial intake following your request for assistance. The person who answers your call, whether a service coordinator or a receptionist, is required to allow you to apply for regional center services.
 After you apply for services, the regional center must complete the "initial intake" meeting within 15 working days. The law states: "Initial intake shall include, but need not be limited to, information and advice about the nature and availability of services provided by the regional center and by other agencies in the community, including guardianship, conservatorship, income maintenance, mental health, housing, education, work activity and vocational training, medical, dental, recreational, and other services or programs that may be useful to persons with developmental disabilities or their families. Intake shall also include a decision to provide assessment." If your disability is clearly documented from the information you provide, you may not need a formal assessment. The regional center has 120 days (60 days if waiting longer would put your health and safety at risk unnecessarily or lead to a significant delay in mental or physical development, or there is an imminent risk of placement in a more restrictive environment) to determine if you are eligible for services. They must notify you within 5 days of a decision being made.
If the regional center decides that you are not eligible for services or an assessment, and you disagree, you have the right to appeal. If you decide to appeal, you must do it within 30 days of the date of the regional center's decision.
It's unclear why the person you spoke with at the regional center stated they didn't have enough staff to serve individuals with 'high functioning' autism. The number of staff employed at the regional center has no bearing on the eligibility process. Additionally, "high functioning" autism does not exclude individuals from being found eligible. Eligibility is based on the individual having a qualifying diagnosis (such as Autism Spectrum Disorder) and evidence of a substantial disability. "Substantial disability" means the existence of significant functional limitations in three or more of the following areas of major life activity, as determined by a regional center, and as appropriate to the age of the person: self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, and economic self-sufficiency. Your child's cognitive abilities may not be impacted by his disability but he may have significant limitations in other areas. An assessment of functional and adaptive behavior is required to determine if your son meets the three areas of substantial functional limitations in major life activities. When contacting the regional center, it is best to do it in writing so you establish clear timelines and explain your child's disability. Additionally, it is important to note that children who are eligible for regional center services often are also eligible for special education through the school district and have an Individual Education Plan (IEP), however this isn't always the case. Sometimes the child's disability does not prevent them from obtaining educational benefit (which is not only academic) and other times the school district hasn't done their due diligence in assessing the child for special education and therefore the child may not
have an IEP but should have an IEP.
From what you have shared, I would recommend you formally apply for regional center services (in writing as described above) and familiarize yourself with the eligibility process and timelines (more info can be found in Chapters 2 & 3 of
http://www.disabilityrightsca.org/pubs/PublicationsRULAEnglish.htm). If you disagree with the regional center's decision, you may appeal. And if the regional center is not adhering to the law and the eligibility process, you may file a complaint. Additionally, I would suggest looking into special education eligibility and obtaining a comprehensive assessment, possibly including an assessment of his educationally related mental health needs, from the school district. Having the right services in place at school will undoubtedly help to support not only your son but also his stressed out teacher.
Do you have an advocacy question for which you need personal attention? Feel free to contact Jennifer Lucas of the State Council on Developmental Disabilities directly at (408) 324-2102.
If you have a question that you would like answered in an upcoming "Ask the Advocate" column, email [email protected] with the title "Ask the Advocate" in your subject line. All questions appearing in this column will be posted anonymously.
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