Students with Disabilities and the NJ Division of Developmental Disabilities Policy Change

The Division of Developmental Disabilities (DDD) recently instituted a policy change that would allow a small number of eligible young adults with developmental disabilities to enroll in DDD services as early as age 18. This policy change only impacts individuals between the ages of 18 and 21 who have met both graduation requirements and the goals in their Individualized Education Program (IEP) and are not eligible to remain in high school until age 21. Individuals, if eligible for DDD services, may only enroll in DDD as early as the age of 18 if they have graduated and are seeking DDD services to support immediate enrollment at a college or trade school not funded by the Division; and/or to support competitive employment and if the services being sought from DDD would not otherwise be the responsibility of their local school district to provide. This flexibility does not allow individuals to enroll in DDD services before the age of 21 for other reasons such as enrolling in a DDD adult day care program.

Under the Individuals with Disabilities Education Act (IDEA), students with disabilities, ages 3 through 21 are entitled to a free, appropriate public education (FAPE). Students are entitled to receive the special education and related services identified through their Individualized Education Program (IEP). The IEP contains goals related to academic achievement, and behavioral and functional performance, as well as post-secondary goals related to training, education, employment and, if appropriate, independent living. The local school district is responsible for ensuring all services are provided at no cost to the student or parents.

Unlike services determined under an IEP, services provided by the DDD are not an entitlement and may not meet the level of services provided under a student's IEP. The IEP team should therefore discuss the benefits and risks of pursuing DDD services for individuals between the ages of 18 and 21.

If you feel the above circumstance applies to you, we strongly suggest you contact a Division Representative for Options Counseling at least six months prior to your graduation date. This is to ensure that you would be eligible to access Division Services before electing to graduate prior to the age of 21. Please email DDD.TransitionHelpdesk@dhs.nj.gov for more information.

If you have questions about the IEP process for yourself or a family member, or about eligibility for DDD services, you can call SPAN at 1-800-654-SPAN (7726) or ASCF.

Dad, how would you like to join in a conversation with a highly experienced Dad who has raised his own very special children? 

Frustrated, don't understand your child's "Special Needs". Come and join Dennis at: DAD CHAT planned for July 8, 2024. Please e mail your interest to: info@ascfamily.org  In the subject line: DAD CHAT

On May 28 at 7 pm ASCF will present a virtual presentation on Special/Emotional Tips and Tricks conducted by a Guidance Counselor and Teacher. These tips can be used in your home, community, or school to help your child. Sign up by e mail: info@ascfamily.org  In the subject line: Tips & Tricks.

Be consistent with your words and actions.

Consistency is reassuring to your child. It's also an important part of discipline.

Set and stick to regular routines for bedtime, meals and homework.

Always follow through with consequences you have set for unacceptable behavior. They should be fair and related to and in proportion to what the behavior was. Be sure your child understands your expectations and rules ahead of time. Remember that if your child whines and cries for you to take away the consequence and you do, you are teaching him/her that that works. So be sure to set clear, fair, firm and simple rules and stick to them. 

Instructions and Assignments

·       Give step-by-step instructions, and have the student repeat them.

·       Use attention-getting phrases like “This is important to know because….”

·       Decide with the student on a nonverbal signal to show that a key point is being made.

·       Say directions, assignments, and schedules out loud, and rephrase as needed.

·       Repeat key information throughout the lesson, and rephrase as needed.

·       Use visual tools, images, and gestures to enhance and support spoken lessons.

·       Break down test or classwork instructions into short, written steps.

·       Highlight key words and ideas on worksheets.

·       Give written homework instructions.

·       Provide a list of homework assignments for the week (or day).

·       Introducing new concepts/lessons

·       Speak clearly and slowly when presenting new information.

·       Give material on a new concept to the student before it’s taught to the whole class (so the student can get familiar with it ahead of time).

·       Give a list of or highlight key vocabulary and concepts for upcoming lessons.

·       Give a short review or connection to a previous lesson before teaching something new.

·       Give the student an outline of the lesson.

·       Grade based on the student’s completion of the lesson goal. (For instance, don’t grade spelling errors if that’s not what the student was supposed to learn.)apted from Classroom Accommodations for Auditory Processing Disorder; Understood.org.  

https://njcommonground.org/better-ieps-classroom-accommodations-for-apd/

RESOURCE

NAMI National have created a toolkit in order to support NAMI State Organizations, NAMI A­lliance partners and ambassadors to promote Mental Health Awareness Month. We encourage you to use the assets and hash tags in your own promotion. Your support is invaluable to NAMI to advance the vision of a world where all people affected by mental illness live healthy, fulfilling lives, supported by a community that cares.

NAMI TOOLKIT

https://www.nami.org/NAMI/media/NAMI-Media/PDFs/NAMI_MHAM_Toolkit_2024.pdf

THOUGHTS TO PONDER ........

Feelings are not right or wrong- they just are. Let your child know you accept his/her feelings as well as your own. Be a good example of how to deal with them in healthy ways. Stop and think before you act.