Potty/Toilet Training Information Sheet Page 1 of 3 Revised 2/14/2008

Transcription

1 CHILD DEVELOPMENT INFORMATION & TIPS SHEET: Potty/Toilet Training Information Sheet Page 1 of 3 Revised 2/14/2008 CHILDREN WITH SPECIAL NEEDS General Disclaimer: The following information was compiled for First 5 LA Parent Helpline from reliable sources. It is for informational purposes only and is not intended as medical advice. The information does not cover everything related to the topic and may not apply to all individuals. INTRODUCTION Children with special needs are children with a variety of different disabilities, health and mental health conditions that require special intervention, services, or support. Parenting a child with special needs can be particularly challenging. Fortunately, children with special needs and their families may be eligible for services to address their unique needs, many of which are free. This information sheet gives some examples of special needs, explains who to contact if you think your child might need services, describes what you can do if you need help getting the right services for your child, and provides a list of helpful terms to know in order to advocate for your child. WHAT ARE SOME EXAMPLES OF SPECIAL NEEDS IN CHILDREN? The definition of special needs is broad and includes health, mental health, developmental, and other kinds of conditions and diagnoses. Some examples include: autism, serious emotional and behavioral disturbances, mental retardation, attention deficit-hyperactivity disorder (ADHD), epilepsy, cerebral palsy, feeding and eating disorders, tics, elimination disorders, learning disabilities, orthopedic, visual, speech or language impairments, other serious medical conditions, history of abuse or neglect, medical or genetic risk due to familial mental illness or parental substance abuse. Children with special needs also include those children who are at-risk for disabilities such as those who have a developmental delay. In California, the definition of special needs also includes children who may not have specific diagnoses, but who are assessed as needing special services, support, and monitoring. Having one of these conditions does not guarantee that your child will receive special services, and different organizations provide different services for different diagnoses and conditions. WHAT SHOULD I DO IF I THINK MY CHILD MIGHT HAVE SPECIAL NEEDS? Services for children and families with special needs vary by age, diagnosis or condition, each child s unique needs, and the funding available. If you are concerned that your child may have a special need, contact one or more of the following organizations for help: Talk with your pediatrician or health care provider. These professionals will be able to determine if your child has a medical diagnosis and provide additional referrals, such as California Children's Services (CCS). CCS is a state program for children with certain diseases or health problems. Through this program, children up to 21 years old can get the health care and services they need. CCS will connect you with doctors and trained health care people who know how to care for your child with special health care needs. If your child is age 0 to 3, contact the Early Start Program offered through your local Regional Center. Regional Centers are one of the organizations in the State of California that provides evaluation, assessment, and if eligible, services for infants and children under 3 years old who

2 Potty/Toilet Training Information Sheet Page 2 of 3 Revised 2/14/2008 have or are at risk of having a developmental delay or developmental disability. There is no charge for the initial assessment, and most services and supports are free regardless of age or income. Examples of the types of services that can be available include speech and language therapy, occupational and physical therapy (for example, help with movement, coordination or handwriting), developmental monitoring, and service coordination. Your local Regional Center can determine if your child is eligible for this program and should be able to tell you about other local school district, state, or federal programs for which your child may be eligible. If your child is 3 years or older, contact your local school district, explain your concerns and tell them you would like an assessment for your child to determine your child s eligibility for services. Contact your local school district even if your child is not attending public school. The assessments by local school districts do not diagnose a child, but do determine what educational services a child is eligible to receive. Services provided by the school district focus on helping a child learn and function in the educational environment. You can contact both the Regional Center and your child s school district to explore all the services that your child may be eligible to receive. If your child s needs concern a mental health and/or behavioral issue, your child may be able to receive services through the Los Angeles County Department of Mental Health (DMH). DMH operates programs that provide mental health services to all ages, including assessments, crisis intervention, case management, on-going counseling, and medication support. You can contact the DMH Access Center for free, confidential mental health information, referrals to service providers, and crisis counseling any time of day or night, at The staff at 211 can help you with telephone numbers and additional information about all of the organizations listed above. WHAT ELSE CAN I DO IF I HAVE A CHILD WITH SPECIAL NEEDS? Here are some other things to do to help your child with special needs: Get treatment (also called intervention) for your child early the sooner the better. Educate yourself about the disorder, disability, or diagnosis your child has read pamphlets and books; ask professionals as many questions as you have. Find doctors, therapists, psychologists and teachers who understand and have experience with your child s special need. They should be able to guide you toward the best intervention (treatment) programs for your child. Connect with other parents of children who have the same special need. It can be very helpful to join a group of parents facing the same challenges as you. The information and support available from a group like this can reduce feelings of being alone or overwhelmed when dealing with your special needs child. Ask 211 about support groups for parents of children with special needs. WHAT IF I NEED HELP GETTING REGIONAL CENTER SERVICES FOR MY CHILD? The laws and criteria for determining whether a child is eligible for services, and for what services, are complicated. Fortunately, parents and caregivers do have somewhere to turn if they feel their child is not receiving the services for which they are eligible. Regional Centers have a Fair Hearing process that may be used when there is a disagreement about eligibility or services. In addition,

3 Potty/Toilet Training Information Sheet Page 3 of 3 Revised 2/14/2008 California has two organizations that provide free assistance, support, and advocacy to people with developmental disabilities and their families. These governmental organizations, called Area Board 10 (specific to Los Angeles County), and Protection & Advocacy, Inc., work with parents and caregivers to protect the rights of children with developmental disabilities and to make sure that they get the services they need. You can ask 211 for more information about how to contact either of these organizations. WHAT IF THE SCHOOL DISTRICT DOES NOT CONSIDER MY CHILD ELIGIBLE TO RECEIVE SPECIAL EDUCATION SERVICES? Getting appropriate educational services for your child with special needs may require taking an active role. A team of professionals from your child s local school district determines what services your child is eligible to receive. If you are told that your child is not eligible for services, you have the right to disagree with the results of the evaluation or the eligibility decision, and ask for an Independent Educational Evaluation (IEE) (see below). School districts must give parents written information about procedures parents need to follow if they disagree with the school districts decision about eligibility or special education services. This brochure (A Parent s Guide to Special Education Services, Including Procedural Rights and Safeguards, July, 2007), should be given to you at your first contact with the school district about your child, but parents can also request a copy at any time. See the last section of this Information Sheet for terms and procedures that are helpful for parents and caregivers to know when you need to advocate for your child to receive educational support services. IMPORTANT SPECIAL EDUCATION LAWS TO KNOW ABOUT It may help you become the best advocate for your child if you know about two of the laws that protect the rights of children with special needs. (1) IDEA: The Individuals with Disabilities Education Act IDEA is a federal special education law whose purpose is to ensure that all children with disabilities have available to them a free appropriate public education designed to meet their unique needs and prepare them for further education, employment, and independent living. This law means that school districts must provide education for special needs children, once they are determined to be eligible. To be eligible for services, children must be identified as (1) having a disability (defined by the law as one of 13 categories of disabilities, including some medical disabilities) or specific learning disabilities, and (2) this disability must influence educational performance and need special education and related services. (2) Section 504 of the Rehabilitation Act of 1973 (often referred to as 504 ): Section 504 is a civil rights law that entitles children with disabilities to a free appropriate public education designed to meet their individual educational needs. If a child does not qualify for services under IDEA (meaning they are not identified as having a disability according to the description above), but the school recognizes that a need for a service exists according to Section 504, then the school district must pay for services. Some special needs children can receive services under this law whey they cannot receive services under IDEA. HELPFUL TERMS TO KNOW If you have a child with special needs, you may encounter many new terms and abbreviations that specialists and teachers use. Here are a few to become familiar with:

4 Potty/Toilet Training Information Sheet Page 4 of 3 Revised 2/14/2008 Accessing the Curriculum: This is a term used to indicate how well a child is functioning in class compared to his or her peers. For example, a child may have a disability, but if she is able to access the curriculum, meaning she seems able to understand what the teacher is teaching as well as her classmates and she is able to perform similar to her classmates, she may have less need for special services. Cognitive Level: You may hear professionals talk about your child s cognitive level. A child s cognitive level refers to how easy or difficult it is for your child to learn in school. Your child s cognitive level is not the same as your child s intelligence because every child has many different types of intelligences. A child may have a high level of social intelligence and athletic ability (other types of intelligence) but not a high cognitive level. IEP: Individualized Education Program: An IEP is a written plan for a child with a disability that describes the special education services he will receive to meet his needs. The IEP must include: a statement of how the child is doing academically at present; measurable goals for the year; a description of how the child s progress will be measured; and goals for after the child graduates. Parents attend meetings with the professionals who plan and carry out a child s IEP. Parents sign the written statement when they agree to the program. Free Appropriate Public Education (FAPE): You may see FAPE referred to in your child s IEP, for example: This is the school district s offer of FAPE. This means these are the services the school thinks will meet the need for the child s free and appropriate public education designed to meet his unique needs. IEE: Independent Educational Evaluation: This is an evaluation that parents may request if they disagree with the results of an evaluation of their child or they disagree with the decision about which services their child will receive. Someone who does not work for the school district completes the IEE. The school district must pay for the IEE or prove at a due process hearing (see below) that its evaluation is appropriate. LRE: Least Restrictive Environment: Children with disabilities should be educated in the least restrictive environment. This means that as much as possible, children with disabilities should be educated in the same setting as children without disabilities. Placement in a special school or in special classes should occur only when the disability is so severe that the child would not receive an appropriate education in regular classes with additional supports. If your child is eligible to receive special education services, you have the right to be informed about all available public and nonpublic schools or programs that could meet your child s educational needs. Procedures for Handling Disagreements Regarding Special Education: Several processes are important to understand if you disagree with a recommendation or decision about your child: Due process protects the right of parents to have a say in their child s educational program and to take steps to resolve disagreements. Mediation is a meeting between parents and the school district with an impartial (neutral) person, called a mediator, who helps both sides come to an agreement that each finds acceptable. An impartial due process hearing is a meeting between parents and the school district when the parents do not agree with a decision the school district has made about their child s learning plan or eligibility for services. Each side presents its position, and a hearing officer decides what the appropriate educational program is, based on requirements in law.

5 Potty/Toilet Training Information Sheet Page 5 of 3 Revised 2/14/2008 SOURCES: The following reliable sources were used in the creation of this Information Sheet. Use of these resources by 211 LA County and by First 5 LA does not constitute a recommendation. Assistive Technology Training Online Project (2005). Special Education Laws. Retrieved May 8, 2008, from AT Laws web site: ( Case & Pai (1992). Special Education Rights and Responsibilities. Retrieved on May 5, 2008, from Pai web site: First Five LA (n.d.). First Five LA Special Needs Project. Retrieved May 8, 2008 from First Five LA web site: Internet Special Education Resources (n.d.). Special Education & Learning Disabilities Resources: A Nationwide Directory. Retrieved May 8, 2008 from Internet Special Education Resources web site: Los Angeles Unified School District (2005). Special education accommodations and modifications for statewide assessments. Retrieved May 8, 2008, from LAUSD web site: U. S. Department of Education, Office of Special Education Programs (OSEP), FAPE Project: Families and Advocates Partnerships for Education (n.d.). Understanding the Special Education Process: An Overview for Parents. Retrieved May 18, 2008 from FAPE web site: ACKNOWLEDGEMENTS: We gratefully acknowledge the contributions of the following individuals in ensuring the accuracy of this Information Sheet: Letha Sellars, MSW, Director, Client Services, Children and Family, San Gabriel/Pomona Regional Center Margarita Salazar, Early Start Program Manager, San Gabriel/Pomona Regional Center [For CRA Use Only] Search Terms Developmental Assessment (LF ) *Infants/Toddlers (YJ-675) Developmental Assessment (LF ) *Children (YB ) Developmentally Disabled Behavior Management Programs (PH ) *Families with Infants/Toddlers (YJ-675) Disability Related Support Groups (PH ) *Families/Friends of People with Disabilities (YJ-675) Early Intervention for Children with Disabilities/Delays (LR-170) Early Identification Programs (HH ) *Developmental Disabilities (YF-180) Early Identification Programs (HH ) *Learning Disabilities (HH ) Educational Therapy (HL ) Special Education Assessment (HL ) Special Education Advocacy (FT ) Special Preschools (HD ) Private Special Day Schools (HH ) Pediatric Occupational Therapy (LR ) Pediatric Orthopedics (LV ) Prenatal Evaluation (LF-730) Parent Support Groups (PH ) *Parents of Children with Disabilities (YJ ) Parent Support Groups (PH ) *Developmental Disabilities (YF-180) Specialized Information and Referral (TJ ) *Disabilities Issues (YZ-170) Specialized Information and Referral (TJ ) *Developmental Disabilities (YF-180) Specialized Information and Referral (TJ ) *Parents of Children with Disabilities (YJ ) Parent to Parent Networking (PH ) *Parents of Children with Disabilities (YJ ) Parent to Parent Networking (PH ) *Developmental Disabilities (YF-180) Parenting Materials (PH ) *Disabilities Issues (YZ-170) Family Support Centers/Outreach (PH ) *Developmental Disabilities (YF-180) Helpline Counseling (RF-300) *Developmental Disabilities (YF-180) Medical Information Lines (TJ ) *Developmental Disabilities (YF-180)

6 Potty/Toilet Training Information Sheet Page 6 of 3 Revised 2/14/2008 Disease/Disability Information (LH ) (attach one of the targets listed below for specific searches) Condition Specific Rehabilitation Services (LR-157) (attach one of the targets listed below for specific searches) Helpful Targets Learning Disabilities (YF-450) Developmental Disabilities (YF-180) Asperger s Syndrome (YF ) Autism (YF ) Cerebral Palsy (YF ) Epilepsy (YF ) Mental Retardation (YF ) Neurological Impairments (YF ) Attention Deficit/Hyperactivity Disorders (YF ) Down Syndrome (YF ) Orthopedic Disabilities (YF ) Visual Impairments (YF-900) Speech Impairments (YF ) Language Impairments (YF ) Mental Illness/Emotional Issues (YF-500)

7 Potty/Toilet Training Information Sheet Page 7 of 3 Revised 2/14/2008 [For CRA Use Only] Search Terms Developmental Assessment (LF ) *Infants/Toddlers (YJ-675) Developmental Assessment (LF ) *Children (YB ) Developmentally Disabled Behavior Management Programs (PH ) *Families with Infants/Toddlers (YJ-675) Disability Related Support Groups (PH ) *Families/Friends of People with Disabilities (YJ-675) Early Intervention for Children with Disabilities/Delays (LR-170) Early Identification Programs (HH ) *Developmental Disabilities (YF-180) Early Identification Programs (HH ) *Learning Disabilities (HH ) Educational Therapy (HL ) Special Education Assessment (HL ) Special Education Advocacy (FT ) Special Preschools (HD ) Private Special Day Schools (HH ) Pediatric Occupational Therapy (LR ) Pediatric Orthopedics (LV ) Prenatal Evaluation (LF-730) Parent Support Groups (PH ) *Parents of Children with Disabilities (YJ ) Parent Support Groups (PH ) *Developmental Disabilities (YF-180) Specialized Information and Referral (TJ ) *Disabilities Issues (YZ-170) Specialized Information and Referral (TJ ) *Developmental Disabilities (YF-180) Specialized Information and Referral (TJ ) *Parents of Children with Disabilities (YJ ) Parent to Parent Networking (PH ) *Parents of Children with Disabilities (YJ ) Parent to Parent Networking (PH ) *Developmental Disabilities (YF-180) Parenting Materials (PH ) *Disabilities Issues (YZ-170) Family Support Centers/Outreach (PH ) *Developmental Disabilities (YF-180) Helpline Counseling (RF-300) *Developmental Disabilities (YF-180) Medical Information Lines (TJ ) *Developmental Disabilities (YF-180) Disease/Disability Information (LH ) (attach one of the targets listed below for specific searches) Condition Specific Rehabilitation Services (LR-157) (attach one of the targets listed below for specific searches) Helpful Targets Learning Disabilities (YF-450) Developmental Disabilities (YF-180) Asperger s Syndrome (YF ) Autism (YF ) Cerebral Palsy (YF ) Epilepsy (YF ) Mental Retardation (YF ) Neurological Impairments (YF ) Attention Deficit/Hyperactivity Disorders (YF ) Down Syndrome (YF ) Orthopedic Disabilities (YF ) Visual Impairments (YF-900) Speech Impairments (YF ) Language Impairments (YF ) Mental Illness/Emotional Issues (YF-500)