Question:

What services are available for students with ASD when they leave the K-12 system?

Answer:

This is an excellent question and is one parents of children with ASD tend to address MUCH later in their adolescent’s educational program.

Transitioning to adulthood can be a stressful time for young adults with autism and their families. Becoming informed and starting early are the best ways to increase the likelihood of a successful transition. Often times, parents expectations are unrealistic, e.g., get a high school diploma, go to college, or live at home. However, before discussing services with you, it is important that I share the following information. Share these with parents way before your students with ASD leave high school with a diploma or age out of the special education program.

• First, special education for adolescent is an entitlement program, meaning no cost to parents. The adolescent receives services based on their specific needs. Cost cannot be used as a reason to deny special education services for adolescents with ASD or other disabilities. However, a student can receive a diploma if they pass the high school exit exam and other requirements at which time special education services/funding cease (read specifics at http://www.) . Another option is for the adolescent to remain in an 18-22 Transition program where services are provided by the school district and students receive a certificate of completion.

This is also the time that long-term legal and financial planning discussions should begin. Parents should consider whether full or partial guardianship/conservatorship is appropriate for their son or daughter.

• Adult services are based on funding that is allocated by state/federal guidelines. Services are not automatically available as in an adolescent’s IEP. Although many individuals request services, selection depends on eligibility and funding availability.

• Finally, adult agencies place less focus on instructional activities. Whereas, many adolescents may have up to 30 objectives in their IEPs, adult objectives may only have 10 or less and focus on the individual's quality of life, including meaningful participation in the community, employment, the development and maintenance of personal relationships, and personal well-being.

This last point offers insight into what agencies desire of high schools: prepare students to be as independent as possible and ready to participate in community activities or the workforce.

When a student approaches adulthood (earlier for some agencies), he/she can apply to the following agencies for services/benefits (federal/state) if appropriate:

• Social Security Income (SSSI) – refer to Understanding Supplemental Security Income/SSI for Children http://www.ssa.gov/notices/supplemental-security-income/text-child-ussi.htm. This agency operates the federally funded program that provides benefits for people of any age who are unable to do substantial work and have a severe mental or physical disability. Their other programs include Social Security Disability Insurance (SSDI), Supplemental Security Income (SSI), PASS (Plans to Achieve Self-Support), Medicaid and Medicare.

• Center for Independent Living (CIL) http://www.ncil.org/ a national leader in helping people with disabilities live independently, become fully participating members of society, and offers links to advocacy services. Visit http://www.virtualcil.net/cils/query-iandr.php?state=ca to locate the center nearest to you.

• Department of Rehabilitation – provides services and advocacy resulting in employment, independent living and equality for individuals with disabilities. Visit http://www.rehab.cahwnet.gov/services.htm for specific information regarding services, requirements, and agency locations.

• Mental Health and Mental Retardation Agencies – This agency provides a comprehensive system of services responsive to the needs of individuals with mental illness or mental retardation. Funding is a combination of federal, state, and local levels. Visit http://www.mentalhealth.org/publications/allpubs/stateresourceguides/california01.asp.

• Regional Center (RC) – Regional Centers are nonprofit private corporations that have offices throughout California. This state operated agency provides resources to help find and access services available to individuals with developmental disabilities and their families. Visit
  http://www.dds.cahwnet.gov/RC/Home.cfm.

• Community colleges and adult education programs may offer coursework for students with ASD. Visit the California Department of Education (CDE) website http://www.cde.ca.gov/sp/ae/ds/ to locate a program and/or activities near you. Another CDE website with information for students is http://www.cde.ca.gov/sp/ae/is/.

• Local parks and recreation department offer a variety of activities that may benefit your student

On a final note, those students who do pass the high school exit exam and wish to attend college may qualify for a 504 plan. Visit http://www.dcn-cde.ca.gov/504/504_index.htm for general information regarding understanding 504.

Additional resources to check out and link you to other related information include:

• California Parent Organization
  http://www.cde.ca.gov/sp/se/qa/caprntorg.asp

• NICHCY: Employment 101
  http://www.nichcy.org/eNews/foundations/employment101.asp