Special Education Services for Autistic Children in San Mateo County

Recommendations 1

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  0 THE COUNTY BOARD OF EDUCATION AND COUNTY SUPERINTENDENT OF SCHOOLS SHOULD: 1.1 PUBLICIZE, THROUGH EXISTING MEDIA, SERVICE ORGANIZATIONS, AND PUBLIC AND PRIVATE SOCIAL AGENCIES, THE NEED FOR EARLY IDENTIFICATION (0-3) AND EARLY CHILDHOOD EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER. Each year, the San Mateo County Special Education Local Plan Area (SELPA), representing the 23 school districts and 3 charter schools, publishes a “Child Find” notice in the local newspapers. This “Child Find” notice is also posted on the SELPA website. The notice informs the public of services and resources in San Mateo County for children with special needs. 1.2 EVALUATE PROGRAMS USED IN ORANGE COUNTY AND DESCRIBED IN THE RESEARCH LITERATURE TO DETERMINE HOW TO INTEGRATE THEIR PRE-SCHOOL AND SCHOOL PROGRAMS IN SAN MATEO COUNTY. Representatives from the San Mateo County Office of Education Special Education Office and SELPA have visited and reviewed the programs offered by the Orange County Office of Education. We have worked closely with representatives from the Golden Gate Regional Center to implement an infant program so that students can transition easily from the infant program, to the pre-school program and to the school-age program for autism. 1.3 DEVELOP A STRONG LIAISON WITH PUBLIC AND PRIVATE SOCIAL AGENCIES AND SCHOOLS IN THE COUNTY TO INCREASE KNOWLEDGE OF EFFECTIVE TECHNIQUES FOR SPECIAL EDUCATION TEACHERS WORKING WITH AUTISTIC YOUTH. A County-wide Autism committee was established in Spring 2005. The focus of this committee will be to bring agencies together to provide seamless services to students and families. 1.4 EXPLORE SHARING OF COSTS OF EDUCATING AUTISTIC CHILDREN WITH OTHER SOCIAL, MENTAL HEALTH, MEDICAL, AND EDUCATIONAL AGENCIES. CONSIDER THE USE OF LOW OR NO-COST ASSISTANCE, SUCH AS SPECIAL EDUCATION INTERNS WORKING TOWARDS CERTIFICATION REQUIREMENTS; PRO BONO LEGAL AID; RETIRED EDUCATORS, ETC. Currently services for students on the Autism spectrum are provided by a variety of public and private agencies. Each agency funds its individual programs, including Mental Health, Health and Human Services Agency, but works collaboratively with education. Each agency actively recruits qualified and trained volunteers to support the delivery of quality services. 1.5 EXPAND HIGH SCHOOL PROGRAMS TO FOCUS ON OLDER STUDENTS REQUIRING MENTAL HEALTH THERAPY, LIFE SKILLS TRAINING, INDEPENDENT LIVING, OR VOCATIONAL TRAINING, CONNECTING WITH SMALL BUSINESSES FOR PART-TIME WORK TO FOSTER INDEPENDENCE. All students at age 16 have transition planning as an integral part of the IEP. Students participate in the Workability Program which provides career planning and on the job training. The programs currently offered by the San Mateo County Office of Education and districts to high school students with special needs include life skills, independent living skills and vocational training. 1.6 WORK WITH SCHOOL DISTRICT ADMINISTRATORS AND SPECIAL EDUCATION DIRECTORS TO IMPLEMENT WAYS TO REDUCE THE POTENTIAL COSTS OF LITIGATION FOR DISTRICTS AND PARENTS BY USING MEDIATION AND/OR PARENT TRAINING (E.G. INFORMATIVE MEETINGS PRIOR TO AN IEP MEETING). The San Mateo County SELPA Alternative Dispute Resolution process is in place. ADR is an informal process for resolving conflicts. It is a process that respects the dignity of individuals while using communication, collaboration, negotiation and mediation to meet the interests of the parties involved. San Mateo County SELPA has the following ADR Options: EXPANDED IEP: Parties come back together to an IEP with additional information to discuss issues that remain unresolved. A SELPA representative may be invited to attend. FACILITATED IEP: A trained, neutral third party, usually a SELPA staff member, works with disputing parties to structure the IEP and also facilitates the meeting. CONFERENCE-STYLE MEDIATION: The local mediation consists of two trained facilitators/mediators, the concerned parent and an administrative representative from the child’s district. Mediators assist the parties in reaching a mutually acceptable agreement. 1.7 SET UP COUNTYWIDE TEAMS TO COLLABORATE IN PROGRAM PLANNING AND EXPANSION OF PROGRAMS THAT WORK, SUCH AS THE SAN BRUNO PALOS VERDES SCHOOL PROGRAM AND HIRE A COE PROGRAM COORDINATOR TO HELP DISTRICTS IMPLEMENT THE MODEL. The Countywide Autism Committee will review and evaluate programs currently being implemented throughout the State. The Autism Team Program currently being implemented at Palos Verdes School completed a successful “pilot” year and the concept of developing highly trained classroom teams is being replicated on integrated school sites. A program specialist with an expertise in successful programs to meet the needs of students with autism is being hired to support these teams. 1.8 ESTABLISH A BLUE RIBBON COMMITTEE, SUCH AS THOSE USED EFFECTIVELY TO SOLVE OTHER EDUCATION FUNDING PROBLEMS, TO ADDRESS THE RAPIDLY EXPANDING COSTS OF SPECIAL EDUCATION. The concept of a Blue Ribbon Panel will be discussed and evaluated by the Countywide Autism Committee.