Developmental Disabilities Midterm (+final) Content

Name the advocacy organization: international professional organization dedicated to improving the education success of children and youth with disabilities and/or gifts and talents. This group advocates for appropriate governmental policies, sets professional standards, and provides professional development. - Vital resource for special educators. - Mission: improve QoL for individuals w/ exceptionalities and their families through professional excellence and advocacy.

CEC (council for exceptional children)

severe and chronic disability that is attributable to a mental or physical impairment (or combination of these) - manifests before age 22 (occurs early during natural development) - indefinite (lifelong) - results in substantial functional limitations in at least 3 major life areas (self-care, receptive/expressive language, learning, mobility, self-direction, capacity for independent living, economic self-sufficiency) - Common Dx: CP, Down Syndrome, Autism, Spina Bifida, muscular dystrophy - IQ factors in (typically 70 or below), but may not be so in all conditions (i.e. CP)

DD (developmental Disability)

__________ helps individuals with disabilities prepare for work, obtain, and maintain work - Can start receiving this support at age 16 (no upper age limit) - Eligibility based on - 1) having a documented disability, 2) disability creates barriers to employment, & 3) rehabilitation services would be necessary for and benefit the client in obtaining employment - MUST APPLY FOR THIS SERVICE

DRS (department of rehabilitation services) (§ Application process: 1. referral is made [not necessary, can simply apply], 2. application submitted, 3. disability documentation submitted, 4. counselor determines eligibility within 60 days, 5. priority group placement [PG 1, 2, or 3], 6. Individualized Plan for Employment [IPE] developed within 90 days, & 7. service implementation begins § IPE = plan for employment that takes into consideration the person's needs, strengths, and interests, and assists in obtaining employment skills and experiences to reach employment)

This is a type of public funding program that once eligibility criteria is met, individual is guaranteed all services provided by the program with no monetary cap

Entitlement program

T/F: IDEA has influence and legal bearing if a person with I/DD chooses to pursue college after high school. IEPs continued to be utilized and any other supports needed by the individual will be automatically applied.

FALSE (Once a student graduates/leaves HS IDEA has NO influence/legal bearing related to them; IEPs are not used in college or work; if a person needs support[s] to go to work or college they must apply for them [they're not automatic])

T/F: An individual with an intellectual or developmental disability is not considered their own guardian at age 18 unless some sort of legal documentation states so

FALSE (Once an individual turns 18 they are their own legal guardian unless some sort of legal documentation of guardianship is implemented)

This is a Medicaid program provided only to Medicaid recipients who are exempt from SoonerCare - providers are paid directly for covered services (incentive for increased services, quantity > quality care)

Fee for service

___________ refers to a process aimed at helping individuals with disabilities attain, keep, or improve skills and functioning for daily living; developing skills the individual has yet to accomplish - i.e. child with CP getting PT to learn how to sit or a child going to speech therapy to learn how to say 'R' sounds

Habilitation

_________ is a federal program that provides health coverage if you are 65+ or under 65 and have a disability, no matter your income. __________ is a state and federal program that provides health coverage if you have a very low income.

Medicare, Medicaid

Name the advocacy organization: consists of AAIDD, AOTA, APTA (+ other related groups) with the purpose of advocating for individuals with significant communication support needs resulting from intellectual disability, that may coexist with autism, sensory and/or motor limitations

NJC (National Joint Committee for the communication needs of persons with severe disabilities)

The _______________ is a huge study over ~10+ years looking at kids and following up with them while in high school and after HS, annually contacted to see what they're doing related to adult living, post-secondary edu, and jobs. Main point... - those with DD/IDD expect themselves to get more education, acquire jobs, and live on their own, but society does not expect this, and these populations experiences the least successful outcomes (especially those with IDD compared to disabilities in general!!) - those with severe/multiple disabilities have much worse prognosis for success in post-secondary transitioning (one singular impairment = more likely to achieve aspired outcomes) - fewer youth with multiple disabilities/impairments expressed the desire or ability to live independently (likely d/t them not having a chance to live on their own [don't know what it would be like, likely scary], parents may be apprehensive to let the child go out on their own [overprotection])

NLTS (national longitudinal transitional study)

Name the self-advocacy guest speaker: Took two years to develop the OKSAN (oklahoma self advocacy network) leadership training and now they have all kinds of different trainings, including their most recent sexuality training. They train people with disabilities, professionals, and decision-makers. She is also involved with Oklahoma People First. She hates that people with disabilities have to prove themselves on everything. She thinks advocacy is key so that they can teach others, so that other people don't have to go through what they went through.

Nancy Ward

This section of IDEA provides financial assistance to allow States to develop and implement a statewide, comprehensive, coordinated, multidisciplinary, interagency system that provides early intervention (EI) services. Facilitates the coordination of payment for EI, enhances State capacity to provide quality EI services, and the ability to service providers to ID/eval and meet the needs of all children. Encourages states to expand opportunities for children under 3 y/o to develop (decrease risk of developmental delay) - Children under 3 y/o, federally funded - Process: ID & referral --> multidisciplinary eval --> eligibility determination --> initial individualized family service plan (IFSP) meeting --> initial IFSP implementation --> ongoing IFSP implementation --> review of IFSP --> transition planning --> transition to part B

Part C (early intervention) (1. ID & referral - can be via various agencies or individuals 2. Mutlidisciplinary eval 3. eligibility determination - via evaluation, automatic qualifying conditions, and/or informed clinical opinions 4. initial IFSP - must occur w/in 45 days of consent being signed 5. initial IFSP implementation - must occur w/in 15 days of parent signing IFSP 6. ongoing IFSP implementation 7. review of IFSP - ideally every 6 mo, but at least annually 8. transition planning - 9 mo before 3rd bday 9. transition to IDEA Part B - on child's 3rd bday)

This is a law that supports persons with DD in the school setting. Specifically, it is a civil rights statute protecting rights of people with disabilities (not a mandate to provide services), not federally funded - Eligibility: mental or physical impairments that substantially limits one or more of the student's major life activities (self-care, mobility, seeing/hearing, communication, breathing, learning), has a record of such impairment, or is regarded as having an impairment - Only applies to entities that receive federal funds (like schools)

Section 504 (of Rehab Act of 1973)

This is a type of public funding program that provides for the material needs of individuals and families, protects aged and disabled persons against the expenses of illnesses that may otherwise use up their savings, keeps families together, & gives children chance to grow up healthy and secure - Basic income rules: the more income a family has, the lower the individual's benefits (family w/ high income will receive less money than family w/ low income), if income is too high one month the the child may not receive benefits

Social security act (SSA)

This is a type of public funding program that is under the Social security act (SSA) where eligibility based on income & assets test - must meet SSA's definition of disabled - monthly case benefits - Medicaid eligibility through separate application - children and adults w/ disabilities may qualify for this but they also must be financially needy - doesn't specifically cover AT but recipients are usually Medicaid eligible and can get AT

Supplemental security income (SSI) (Disabled Children's Program [DCP]: doesn't pay for therapy services, but provides specialized goods/services including AT; Eligibility: under 18 y/o, must receive SSI benefits)

This is a funding program under Medicaid - Eligibility includes being under 19 y/o, meeting SSI disability definition, have a cost of home care less than an institution, qualifying income (child not on family income), must be appropriate to care for child at home

TEFRA (tax equity and fiscal responsibility act)

Name the movie from class based on the following summary & key points: - This was an institution for those with developmental disabilities in Staten Island. The facility was severely understaffed, underfunded, and failed to provide adequate care to its residents (education, person hygiene, nutrition, etc.) - Emotional trauma and diseases were widespread throughout the institution - Parents were told by their doctors, family, friends and community members that the best thing they could do for their child with developmental disabilities was to put them away in an institution. At the time, parents and family members felt overwhelmed and helpless when it came to caring for a child with a developmental disability. Later, they felt immense shame and regret for putting their child away. - Key theme of this film is the importance of educating the public on these populations and how to care for them, include them, and interact with them. Caregivers/teachers need sufficient training and resources to properly care for and educate students with disabilities.

Willowbrook (Unforgotten: 25 years after)

any act or series of acts of commission or omission by a parent or other caregiver, in the context of a relationship of responsibility, trust, or power, that results in harm, potential for harm, or threat of harm to a child's health, survival, development, or dignity

abuse (maltreatment)

________ is an activity by an individual or group that aims to influence decisions within political, economic, and social institutions. - 2 big areas: getting rights and entitlements on paper (national/state legislation, policy change), & ensuring that rights and entitlements are put into practice and not ignored - Example of national organization relating to this: PeopleFirst (promotes disability rights and entitlements through litigation, usually specific to a particular group)

advocacy

PT role in process of Developmental Disabilities Services:

assessing movement dysfunction (mobility, positioning, posture), assessing access to environment (architectural modifications, vehicle modifications, use of AT), health & wellness programs to promote physical activities and fitness

For a child who is 0-3 years of age to be eligible for early intervention services through Part C of the Individuals with Disabilities Education Act, a determination of a. No delay needs to be documented since all at risk children are automatically eligible for early intervention services in Oklahoma. b. 25% delay in one area must be made. c. 10% delay in one area, or 15% delay in 2 areas. d. 50% delay in one area, or 25% delay in 2 areas.

d (50% delay in one area, or 25% delay in 2 areas.)

We watched a number of films about people with intellectual and developmental disabilities who were supported to make their own choices and be in control of their own lives. Which theory below best describes this self-determined approach? a. Chaos Theory b. Theory of Relativity c. Cell Theory d. Causal Agency Theory

d (Causal Agency Theory)

This type of employment option can be a variety of things including volunteering, part time work, meaningful engagement when work isn't there, and/or leisure focus - Pros: socialization, potentially learning new skills, relieving burden on families/caregivers, generally safe - Cons = segregated from normal population/community, no promotion of chances for employment

non work alternative

__________ = not under government control (controlled by individuals or group in private sector) - income, donations, and investments = primary source of funds - contract b/w company and insurance provider - other sources = out of pocket pay, local grants, foundations, service organizations

private funding

________ = Resources and strategies that aim to promote the development, education, interests, and personal well-being of a person and that enhance individual functioning; Can be informal or formal - Informal = unpaid, naturally occurring in home or community - Formal = administered by agencies or groups who are paid to provide services

supports (Support Needs: Psychological construct referring to the pattern and intensity of supports necessary for a person to participate in activities linked with normative human functioning)

Prior to a Vocational Rehab (VR) counselor determining eligibility of a person to receive VR services, ____________ can be utilized. TW is used to determine if an individual with a disability is capable of benefitting from VR services by assessing the individual at an actual job site (situational assessment)

trial work (TW)

T/F: -Those aging with I/DD have a higher rate of age-related health conditions, higher risk factors for ill health (exercise, diet, SES), are less likely to be employed, and less likely to live in a shared supported environment.

true

T/F: Prevalence of child abuse/maltreatment is significantly higher with those with IDD compared to those without disability

true

T/F: Therapist should recognize that families may feel overwhelmed with providing all of the supports and interventions for their child with a disability, including PT and OT home programs.

true

T/F: Vocational education and paid work experience while in high school predicts post-secondary outcome success (including volunteer work!)

true (Getting some sort of work experience -esp paid!- is correlated with more positive post-secondary outcomes)

T/F: Plan for Achieving Self-Support (PASS) & Impairment-Related Work Expenses (IRWE) both overall help decrease the amount of money it appears an individual makes in order for them to keep their social security, Medicaid, and other benefits

true (PASS and IRWE are key valuable options that enable people with disabilities to go to work and not lose their benefits)

T/F: We (PTs/OTs) do a lot of intense therapy early on (infancy-elementary-middle school), but our services decrease as the child gets closer to HS graduation

true (this is bad because PT/OT is vital to learn the skills necessary for transitioning to adult life [HS ends before students gain the skills they still need to address critical lifespan issues])

This is a type of discretionary program (publicly funded) that requires presence of disability that is a barrier to employment, applicant must be willing to pursue vocational goals and employment & must be working-age adult, individualize plan for employment (IPE)

vocational rehab (rehabilitation services)

What are the 3 main reasons federal and state spending on disability funding programs may increase in the future?

(1) Caregivers getting older leading to decreased caregiving capability (requires greater supported living options for people with I/DD), (2) Increasing lifespan of people with I/DD (likely d/t medical advancements, early identification of diagnoses, & improved care; requires solutions for long-term care services), (3) Increased class-action litigation (legal action being taken)

Name the advocacy organization: oldest and largest interdisciplinary organization of professionals and others concerned about intellectual and developmental disabilities. Promotes progressive policies, sound research, effective practices and universal human rights for those with disabilities. - Goals: enhance the capacity of professionals who work with individuals with disabilities, promote the development of a society that fully includes individuals with disabilities, & sustain an effective, responsive, well-managed, and responsibly governed organization.

AAIDD (American Association on Intellectual and Developmental Disabilities)

This is a law that supports persons with DD in the school setting. Specifically, it is a civil rights legislation that prohibits discrimination and ensures equal opportunity for persons with disabilities in employment - resulted in key changes in public accommodations, commercial facilities, & transportation - applies to public and private entities (supports students in/out of buildings and outside of school such as with transportation to school, attending daycare, training at a job site, and attending other activities like field trips and away sporting events)

ADA (Americans with Disabilities Act)

This self-determination (SD) assessment tool focuses on 2 main components - Capacity and Opportunity. Capacity = knowledge, abilities, and perceptions which allow the student to be self-determined. Opportunity = student's chances to use their knowledge and abilities.

AIR (SD assessment)

This self-determination (SD) assessment tool measures strengths and weaknesses of adolescents with disabilities, facilitates student involvement in educational planning, and provides instruction on how to promote self-determination as an educational outcome.

ARC (SD scale)

legal documents that allow individuals to state what medical treatment they want or do not want in the event that they become incapacitated and are unable to express their wishes regarding medical care - Includes Do-not-resuscitate (DNR) orders

Advance Directive

What are the 3 B's of Quality of Life (QoL)?

Being (health, body, thoughts, feelings, values, beliefs), Belonging (where you live, people in your life, connection to people, places & community), Becoming (practical - what you have to do; leisure - what you do for fun; growth - continued learning, development, & adjustment)

extension of the functional theory of self-determination; explains how people become self-determined and provides framework for thinking about 1) interventions to promote the skills and attitudes leading to enhanced self-determination, 2) environmental arrangements that facilitate opportunities for self-determined actions, and 3) personalized supports. - Suggests that self-determination emerges across the life span, developing as adolescents and young adults acquire multiple, interrelated skills (component elements of self-determined action) (i.e. learning to make choices, express preferences, solve problems, set and attain goals, self-regulate actions, and self-advocate)

Causal Agency Theory

This self-determination (SD) assessment tool is curriculum-referenced, measures students' self-determination skills and progress; participating in IEP meetings; taking action on goals

ChoiceMaker

Name the self-advocacy guest speaker: Her disability came along later in life (23) and after having encephalitis, she felt like she didn't fit in with what people considered normal. She also didn't feel like she fit in with people with disabilities. Became involved in advocacy after getting involved with Oklahoma People First. She is currently involved with Self Advocates / Family Advocates as Medical Educators (SAME FAME).

Dee Banta

_________________: If a provider isn't familiar with a developmental disability, treatment may focus on the disability and not the underlying medical issue (actual health problem remain in the shadows) (i.e. a person with CP for their whole life presenting to their PCP for new onset of Sx unrelated to CP and the Dr thinks it must be due to/related to CP)

Diagnostic overshadowing

This is a type of public funding program that eligibility does not guarantee services and/or equipment that can be provided by the program - there is a monetary cap - example of this program = vocational rehabilitation

Discretionary program

This is a mandatory service under Medicaid, States must provide to Medicaid recipients under age 21 any service listed in Medicaid act including optional services, whether or not the service is included in the state plan. - Provides a broad range of primary and preventative health services, including therapies. - Covers durable medical equipment (DME).

EPSDT (early periodic screening, Dx, and Treatment)

Name the disability model: "Nothing about us without us" is the core of this model. Calls for full inclusion of people with disabilities as a human right

Human rights (model)

current term used to describe individuals who were formerly Dx with mental retardation - originates before age 18 and is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed by conceptual, social, and practical adaptive skills.

ID (intellectual disability)

___________ ensures rights of nondiscriminatory treatment in all aspect of disabled individuals lives; fair and appropriate education, appropriate evaluation, individualized education program, least restrictive environment, parent and student participation in decision making, procedural safeguards

IDEA (individuals with disabilities education act)

Transition planning is a federal mandate under ____________; successful transition planning requires input from the student and all members of their team (parents, teachers, healthcare providers); - Transition pages of IEP should reflect student's interests, preferences, strengths, skills, and limits. - Transition services occur anywhere that students live, work, attend school, and/or play

IDEA part B,

This type of plan is used with individuals between the ages of 3-21 who qualify for IDEA Part B services

IEP (individualized education program)

This type of plan is used with individuals under the age of 3 who qualify for IDEA Part C services

IFSP (individualized family service plan)

This type of plan is used with individuals who need a home and community living program - Interdisciplinary team encompassing all services (home, edu, employment, healthcare/med, transportation) - provides justification for plan of care (POC); includes line-item expenditures for the supports and services needed to achieve outcomes - have a person-centered approach (consider the person's rights, needs, wants, and limits costs by using natural supports first) - Interventions should: address specific needs, set clear & achievable discipline-free goals, have rationale, focus on important activities, use ongoing evaluation, & plan for transition away from services

IP (individualized plan)

Name the self-advocacy guest speaker: Born into her disability (CP) and the disability community / culture, but has been an advocate her whole life. She attended IEP from elementary school to her senior year and learned that it is super important to have role models. Became involved with Youth Leadership Forum (YLF), which teaches the basics of self-advocacy in adult life and OKSAN sexuality training. She also mentions Partners in Policymaking, which is a free 9-month class about advocacy on disability issues.

Lindsey Spoon

This is a Federal-state medical assistance program for people with low incomes; level of matching based on formula of state per capita income - A federal funding program that requires prior authorization to provide age-appropriate and medically justified services that promotes maintenance or improvement of functional capacity. - Many services & programs under this including: early periodic screening, Dx, and Tx (EPSDT), SoonerCare Choice, Fee for Service, TEFRA, and waiver programs

Medicaid

Transition planning - ___________ level - Therapy focus: start talking about post-secondary ideas (tentative postsecondary dreams/career exploration - i.e. field trips), increase student IEP participation, transition planning relative to course of study, ADLs - What kids need at this age: understanding to the following - relationship of school to work, their own interests/preferences/aptitudes, work, edu, independent living, and community options. They also need to determine a general course of secondary study, ID needed accommodations/supports for secondary edu, and specify transition services needed to participate in desired course of study by no later than age 16. - OT/PT interventions: relate to edu goals, promote relevance of your interventions now and in the future, provide training on accommodations, mobility, ADLs, strength, fitness, health/wellness, AT as needed

Middle school (5th-8th)

supreme court case involving segregation of people with disabilities in institutions and whether it constituted discrimination based on disability under the Americans with Disabilities Act (ADA); - set the standard for including individuals with intellectual and developmental disabilities in community life - integrate settings to provide interactions b/w non-disabled and persons with disabilities to the fullest extent possible; required states to develop options that avoid segregation & isolation for those with disabilities

Olmstead vs LC (1999)

Name the movie from class based on the following summary & key points: - - movie tells a story about a man, Zak, with Down Syndrome who runs away from a nursing home in pursuit of a dream of becoming a professional wrestler. Along the way he meets an outlaw, Tyler, who becomes his coach and friend along his journey. The movie does a great job highlighting how many people in society are apprehensive when interacting with those with disabilities and that these populations are more likely to encounter overprotection, especially by their caregivers. Tyler treated Zak as he would any other human, from the way he spoke to him to the ways he encouraged Zak to participate and make autonomous decisions about his life. The friendship between Tyler and Zak and the way Tyler treated Zak likely had a huge impact on how Zak perceived himself (refer to scene about Zak saying he had to be a 'bad guy' because his family left him/he has Down Syndrome/his past coaches and teachers talked down to him and made him believe that wasn't capable of anything else and Tyler telling him he is a hero because he has a good guy heart; Tyler was also realistic with Zak telling him he'd never be 'a basketball player or an Olympic swimmer' but that Zak was special and had talents in other areas). - This movie also sparks the conversation of the importance of implementing actors who actually have the disability they are portraying to help promote inclusion and advocacy at the societal level.

PB falcon

This section of IDEA ensures all children with disabilities have free and appropriate public education (FAPE) available to them, that emphasizes SPED and related services designed to meet their unique needs and prepare them for further edu, employment, & independent living. - Children 3-21 y/o, federally funded - 7 provisions: zero reject, non-discriminatory eval, individualized edu program (IEP), least restrictive environment (LRE), parent participation, due process, & related services - Students receiving SPED must have an IEP - IEP Process: ID & referral --> Parental consent --> student multidisciplinary eval (w/in 45 days of parental consent) --> eligibility determination --> initial IEP implementation --> Ongoing IEP implementation --> review of IEP --> transition planning (no later than age 16) --> transition to post-secondary edu or employment

Part B (IEP team members: the child, parents, 1+ general edu teacher, 1+ SPED teacher, administrator, individual who can interpret instructional implications of evaluation results, anyone else the parents or agency desire whom have knowledge or expertise regarding the child [including related service personnel])

_________ refers to regaining (restoring) skills, abilities, or knowledge that may have been lost or compromised as a result of illness, injury, or acquiring a disability. - i.e. 30-year-old man who is an active runner trips over a rock and injures his ankle. Due to his injury, this man is unable to walk or run without limping and seeks the help of a physical therapist to be able to walk and run as he did before. The aim of this therapy is considered ________, helping this man regain a lost skill.

Rehabilitation

Purpose of ________: ensure all children with disabilities have available to them a free and appropriate public education that emphasizes this education and related services designed to meet their unique needs and prepare them for further edu, employment, and independent living. - extent of this support is based on student's strengths, preferences, interests, and needs

SPED (special edu)

This is a Medicaid program where a primary care provider (PCP)/Case management (CM) provides services and referrals - "choice" = ability to change PCP/CM - Exemptions: (persons who are...) institutionalized, dually eligible for Medicaid/Medicare, in state custody, waiver recipients

SoonerCare Choice

Name the advocacy organization: international disability advocacy group; advocates for human rights and inclusion for people with significant disabilities and support needs. - National agenda items include inclusive education, community living, employment for those with DD, diversity and cultural competency, and human rights (eliminate use of aversive interventions) - Civil rights concerns for people who are most at risk for societal exclusion, people perceived to be most challenging, people most likely to have their rights abridged, are most likely to live/work/play and/or learn in segregated environments, people who are least likely to have the tools and opportunities necessary to self-advocate, people who have severe disabilities, and those who are most likely to need ongoing, individualized supports in order to participate in inclusive communities & enjoy a QoL similar to that available to all citizens.

TASH

These are funding programs under Medicaid - Intellectual/Developmental Disability-related ones: homeward bound, Home & community-based, in-home support - General population ones: ADvantage, Medically Fragile (these help people with solely physical disabilities [CP, SCI, etc.] stay in their homes/communities rather than being put in nursing facilities)

Waiver programs

Name the self-advocacy guest speaker: He states that speaking up and standing up for yourself is a big part of self-advocacy. He was picked on at school, but got a job and passed his drivers test in high school. He is currently working on saving up money to buy a car for his future business, Road Runner, Errand Service. Habitat for Humanity built his house in Ardmore (first person in Ardmore with a disability to get a house from habitat for humanity). He states that people need to think positive (not negative), everyone has the right to speak up, and people with disabilities have an equal right to live in the community and in the way they want to live.

Wayne Eubanks (CP)

Factors that influence a person's prognosis

age, cognition, Hx of services, past goals/outcomes achieved, general health

What are the 3 main factors looked at when determining someone's eligibility to receive funding?

age, income level, disability (type and severity)

You will likely provide PT or OT services for children or adults who have Medicaid as a primary or secondary funding source. Medicaid is best described as a. A private funding program that requires prior authorization to provide Early Periodic Screening, Diagnosis and Treatment from birth through age 25. b. A federal funding program that requires prior authorization to provide age-appropriate and medically justified services that promotes maintenance or improvement of functional capacity. c. A private funding program that requires prior authorization to serve people who are institutionalized, are in state custody, or are on the home and community-based waiver. d. A federal funding program that requires prior authorization to serve low-income pregnant women, and children from birth to age 18, primarily to support acquisition of durable medical equipment.

b (A federal funding program that requires prior authorization to provide age-appropriate and medically justified services that promotes maintenance or improvement of functional capacity.)

Which of the following barriers surrounding care/education/support for children with disabilities expressed in "Including Samuel" is consistent with what you saw/heard in "Unforgotten: 25 Years after Willowbrook"? a. Caregivers/teachers have no moral responsibility to educate or care for children with disabilities; they don't feel it is worth the effort. b. Caregivers/teachers lack sufficient training and resources to properly care for and educate students with disabilities. c. Children with disabilities cannot learn or experience inclusion in their own families. d. Medical emergencies cannot be handled by families; thus institutionalization is better.

b (Caregivers/teachers lack sufficient training and resources to properly care for and educate students with disabilities.)

Dee Banta, one of our guests from the Oklahoma Self-Advocates Network, was 29 years of age when she acquired her condition causing cognitive, vision, and mobility deficits. Which statement below best describes Dee's situation relative to receiving Developmental Disabilities Services (DDS) supports/services in Oklahoma? a. Dee was eligible to receive support from DDS, but she did not complete the application/intake process. b. Dee was ineligible to receive DDS support because her IQ was too high. c. Dee was ineligible to receive DDS supports because she did not have a developmental disability as defined by DDS state and federal guidelines. d. Dee was eligible to receive DDS supports even though her IQ was over 70; however, given that she had a job, she was ineligible.

c (Dee was ineligible to receive DDS supports because she did not have a developmental disability as defined by DDS state and federal guidelines.)

Which character in "Including Samuel" spoke about the convergence of racial and disability issues that may result in barriers to education and community participation? a. Samuel b. Samuel's Dad c. Keith Jones (musician) d. Emily (the student with mental illness)

c (Keith Jones [musician])

Which of the following supreme court cases set the standard for including individuals with intellectual and developmental disabilities in community life? a. Individuals with Disabilities Education Act, 2004 b. Brown v Board of Education, 1954 c. Olmstead v. LC, 1999 d. Developmental Disabilities Bill of Rights Act, 2000

c (Olmstead v. LC, 1999)

Name the disability model: early model that encouraged charitable support towards people with disabilities but did not focus on the rights or capabilities of these people.

charity

According to some of the teachers in the elementary schools viewed in "Including Samuel", inclusive classrooms are like: a. A small version of life. b. Challenging to achieve adequate education for all levels of students. c. Supported by the Individuals with Education Act (Part B). d. All of the above

d (all of the above)

This legislation sets the minimum wage (in general) and also is the legislation that allows for the substandard/sub-minimum wage pay to those with disabilities (these facilities must also have some sort of 'training/educational program' aspect to the job in order to pay less)

fair labor standards act (of 1938)

T/F: Transition planning should begin no earlier than age 18

false (Should begin to address transitional activities by age 16 by law, but can start earlier if needed)

____________ emphasizes learning of motor abilities that are meaningful in the person's environment and perceived as problematic by either the child or the parents (way to may PT/OT intervention more functional and meaningful); therapist should emphasize the person's active role in finding solutions to the motor problem rather than solving it for them - Important for interventions to be developed w/in context of daily routines & activities!! - Individuals should be engaged w/ therapists to work on goals they choose with the ability to adjust current goals and make new ones

functional Rx

Transition planning - ___________ level - Therapy focus: career exploration and transition - What kids need at this age: STUDENT IEP PARTICIPATION, development of meaningful & realistic post-secondary goals, development of work/edu/residential and community participation skills and supports (relevant to goals), & learn how to manage disability technology and request accommodations - OT/PT interventions: relate to edu goals, promote relevance of interventions to present and future, provide training on accommodations, mobility, ADLs, strength, fitness, health/wellness, AT as needed

high school (9th-10th) (this is all the same for 11th grade and up the only difference is the therapy focus later becomes the actual transition and overlap into post-secondary environments desired by the student)

These are 2 waiver programs under Medicaid that both provide a comprehensive array of services - no monetary cap - services & supports outlined in a plan of care - Eligibility: have an intellectual/developmental disability (I/DD) diagnosis (onset before age 22), over the age of 3, meet waiver-specific criteria - This waiver is the most financially comprehensive and expensive

homeward bound (waiver), home and community based (waiver)

This is a waiver program under Medicaid that includes a comprehensive array of services - Has a monetary/funding cap (no matter what a person's needs are) - people on this most often still live in family member's home - has a waiting list for services - Eligibility: have an intellectual/developmental disability (I/DD) diagnosis (onset before age 22), financial need, must reside in family or own home - Adult version: monetary cap is higher & covers AT - Child version: monetary cap is lower/get less funding due to children receiving other services such as school-based, generally doesn't cover a lot of AT (because Medicaid already covers most equipment for children)

in home supports (waiver)

Name the movie from class based on the following summary & key points: - Samuel has Cerebral Palsy, but that - his parents want others to know - is only a part of whom their son is. - Samuel's dad asks fundamental questions all parents of a child with special needs must ask: How do parents foster a sense of belonging in the family, at school, and in society? How can parents make sure that they're emotional cues benefit their child, and their siblings? And, in what can be an overwhelming schedule of appointments, health issues, and educational decisions, what lies ahead for their child, and their family? - Dad sought out others with disabilities trying to learn from their experiences and met Keith Jones, who has Cerebral Palsy and attended a school in St. Louis exclusively for students with disabilities in the 1970s, reflected on an educational system that he said did not encourage those with disabilities to reach their potential, and compared the environment to a nursing home. - documentary also explores what parents of children with disabilities experience, and the constant worries not only about their child's health and welfare, but about how others will perceive - and treat - their children.

including Samuel

Name the movie from class based on the following summary & key points: - Film follows the lives of 3 individuals with different developmental disabilities navigating through life; emphasizes the importance that IQ does not equate to intelligence, potential, and abilities - Naieer: young adult male art student in high school who painted, building a portfolio and touring colleges to prepare for his next steps in life, limited verbal communication, had art teachers and history teachers push him to communicate and participate in class activities and discussion; his parents worried about how law enforcement would see him as a "strong black man who might not be acting normally", documentary talked about the higher frequency at which African American students were placed into the category of intellectually disabled historically and Dr Sly asked how could this impact equity across America - Micah: young adult male student who is graduating from college with a certificate in special education, hosts his own "circle of support" meetings where he asks people close to him what he should do in certain situations. Sister and parents support him to acquire all levels of self autonomy that he believes he can achieve, has organized his own assistants to help him with finances, transportation, and decisions. Was participating in online dating and talked about how much his girlfriend's parent still had a lot of control over her life and was unsure if she has sought out the same autonomy - Naomie: young adult female who was looking to find an occupational fit for herself, had a teacher that was helping her become more qualified for future occupations who says America relies too much on college education and not enough on trade schools. Ended up getting a paid internship at the cosmetology school assisting student and clients, attended her own social capital meetings to learn how to expand her circles, limited verbal communication

intelligent lives

The more intense support an individual requires, the (more/less) community engagement they tend to have

less (Young adults with DD/IDD are the most common population to not see 'friends' outside of work [aka they have the most limited social lives])

Name the disability model: Disability is a result of a person's physical impairments and seeks to find a cure for those impairments even when they do not cause pain or illness

medical (model)

_____________ is established through consideration of many standards including: - condition is medical in nature and requires services - consistent with accepted healthcare practice standards and guidelines for the prevention/Dx/Tx of Sx of illness/disease/disability - adequate objective documentation provides sufficient evidence to justify the child's need for the service - Tx of child's condition must be based on reasonable and predictable health outcomes, services must be necessary to alleviate a medical condition and must be required for reasons other than convenience (for the child/family, or medical provider) - services must be delivered in the most cost-effective manner and most appropriate setting - services must be appropriate for the child's age and health status and developed for the child to achieve, maintain, or promote functional capacity.

medical necessity

2 major areas that affect life expectancy =

mobility, eating (+respiration)

4 Essential Elements of Post-secondary Transitioning: 1) Student _________ and ________ (planning involves the student in meaningful ways) 2) _________-oriented (services should result in development of post-school goals) 3) Coordinated set of activities (should involve teamwork & communication among school and post-school professionals + student and family; answering the questions of 'how is this going to be done? Who is going to do what?') 4) Promote movement to post-secondary _____________ (progress toward post-school goals)

needs, preferences, outcome, environments

Priority groups and Department of Rehabilitation Services (DRS) - the reason the priority groups are important is because when funding is low in a state, VR/DRS can implement an '_______________' which means they may close priority group 3, 3 and 2, or all of the priority groups and no services are provided to the closed groups - results in addressing higher level needs before lower-level ones (PG 1 = those with the most significant disabilities resulting in serious limitations in 3 or more functional capacities and requiring multiple services over an extended period of time)

order of selection

Transitional IEP components: - _____________ goal(s) (should address edu/training, employment, and independent living goals; should be measurable/observable) - ________ transition IEP goal(s) (what needs to be achieved this year to help the student move toward their post-secondary goals) - Short-term objectives/_________ (as needed) - coordinated activities and responsible parties - transition assessment - course of study - expected graduation/exit date, transfer of rights (guardianship), vocational rehab, edu, summary of performance (SOP)

post-secondary, annual, benchmarks,

Transition planning - ___________ level - Therapy focus: employability, career exploration, independent living skills (i.e. remembering to bring their lunch box and putting it where it goes by themselves), and self-determination attitudes/interests/preferences/skills - What kids need at this age: develop positive work and ADL habits, appreciate all types of work, develop an understanding of disability and supports/accommodations (learn to ask for help/support when they need it!) - OT/PT interventions: relate to edu goals, promote relevance of your interventions now and in the future, mobility, ADLs, strength, fitness, health/wellness, accommodations, AT as needed, promote IEP participation!!

primary (kindergarten-4th)

_________ = controlled and paid for by federal and state governments - Examples = Entitlement programs, Discretionary programs, IDEA, Social Security act (SSA), Medicaid & Medicare

public funding

The desire, ability, and practice of directing one's own life - Critical elements: opportunities for exercising personal choice, personal control (regarding activities), and relevance of activities & choices to personal goals - Free choice without external compulsion - Volitional actions that enable a person to improve their QoL by acting with their own volitional intent - Components fall under 3 categories: 1) recognizing personal beliefs (i.e. knowing strengths and needs, knowing interests, internal locus of control), 2) ability to self-regulate (i.e. self-advocacy, problem solving skills, decision making skills, goal setting), and 3) ability to adjust actions/plans (i.e. self-monitoring/evaluation skills)

self determination (SD) (SD learning theory: people learn when they are provoked [to act or not] by an event that interrupts their goal pursuits; they engage [or not] the event by altering their expectations, choices, and actions to control the event; they adjust [or not] by altering their beliefs and patterns of responding to the event - The self-determined learning process enables people to learn more when they experience freedom of choice, compared to processes that deny choice)

3 parts of Transition Assessment Process =

self determination skills, adaptive behavior assessment, vocational assessment (interests)

__________ = organized means for delivering supports, instruction, therapies, or other forms of assistance

services

This type of employment option is an organization or environment that employs people with disabilities separately from others - lowest first option work-wise for those with disabilities - often funded through state and home/community based DD waiver - not necessarily making a living wage, more like just a place for those with disabilities to occupy their daytime hours (these places can pay below minimum wage salaries because they provide some sort of 'training/education' aspect to the job; i.e. Dale Rogers Training Center)

sheltered workshop

Name the disability model: Disability is a result of the way society is organized rather than by a person's impairment and seeks to remove barriers that restrict quality of life

social (model)

This type of employment option is job shadowing; starting with experiences in sheltered environment and working toward competitive employment in an integrated setting (i.e. Department of Rehabilitation Services [DRS], Developmental Disabilities Service Division [DDSD])

supported employment

Good measurable goals (outcomes) for patients involve what 5 components

who, what, under what condition, criteria for success, by when

This legislation is part of social security, and particularly provides opportunities for work without the risk of losing Medicaid benefits or cash benefits; intended to create a locally integrated "One-Stop" delivery system of multiple employment services, job training and education programs, designed to be universally accessible to job seekers and meet local industry demands in communities across the county.

workforce investment act (1998) (Ticket-to-work legislation goes with this as well)