1. After 18 and Young Adults with Disabilities
Paul Gibson, LCSW
Bay Area Academy

2. Course Objectives
To increase understanding of young adults with disabilities and their transition to adulthood
To improve skills in working with young adults with disabilities
To review the impact of AB 12 on young adults with disabilities and their transition service needs
To review extended care placement options for young adults with disabilities
To increase understanding of program and service resources for young adults with disabilities
To review transition planning and permanent housing options for young adults with disabilities

3. Disabilities Defined
The definition of a person with a disability according to the Americans with Disabilities (ADA) includes the following:
Person with a physical and/or mental impairments
Person with a history of such impairments or perceived as having such impairments even if they do not
The impairments substantially limit major life activities
Physical impairment includes conditions such as orthopedic, visual, speech and vision, hearing, cerebral palsy, epilepsy, , cancer and heart disease
Mental impairments include mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities
Major life activities include walking, seeing, hearing, speaking, breathing learning, and working
An estimated 30-47% of all foster youth in out of home care have disabilities

4. Individuals with Disabilities Education Act (IDEA) Types of Disabilities
A disability is an impairment that interferes with the child’s ability to learn over time. IDEA identifies 12 disabilities that qualify for special education.
Mental Retardation / Developmental
Disabilities
Hearing Impairment
Including Deafness
Speech / Language Impairments
Visual Impairment Including Blindness
Serious Emotional Disturbance
Orthopedic Impairment
Autism
Traumatic Brain Injury
Other Health Impairment
Specific Learning Disability
Deaf-Blindness
Multiple Disabilities

5. The Prevalence of Primary Disabilities California Special Education
136,776 Youth and Young Adults Ages /1/11
53.6% Learning Disabilities
10.5% Mental Impairment
9.9% Other Health Impairment (Includes ADHD)
7.5% Autism
7.3% Emotional Disturbance
3.2% Speech or Language Impairment
2.2% Orthopedic Impairment
1.8 % Hard of Hearing or Deaf
1.2% Multiple Disabilities
0.7% Visual Impairment or Deaf-Blindness
0.5% Traumatic Brain Injury

6. Youth with Disabilities in Child Welfare
Are at risk for birth conditions including premature birth, Fetal Alcohol Syndrome, and positive toxicity for substances that increase their risk of disabilities
Are at risk for maltreatment in early childhood that results in developmental delays and disabilities
Are more likely to be abused or neglected by their birth families and in subsequent placements
Are more likely to develop disabilities if they are abused or neglected and be relinquished to the foster care system
Are more likely to experience placement instability and be placed in more restrictive environments
Have lower rates of achieving permanency including family reunification and waiting longer for adoption

7. Disability Categories
Developmental Physical and Medical Mental Health or Emotional Learning

8. Developmental Disabilities
Developmental disabilities include mental disabilities, autism, developmental delays, and speech and communication disabilities
21% of older youth in special education have developmental disabilities
More than half of children entering foster care have developmental disabilities or delays compared to 10% of the population
Only 50% of foster youth with developmental delays are diagnosed before they began school
60-65% of mental retardation is caused by prenatal damage (alcohol use and infections), pregnancy damage (fetal malnutrition), and environmental influences (deprivation)
25% of all developmental disabilities are believed to be caused by abuse and neglect

9. Physical and Medical Disabilities
Physical and medical disabilities include hearing orthopedic, visual impairment/blindness, hearing impairment/deafness, deaf- blindness, traumatic brain injury, and other health impairments
Other health impairments include ADHD, cancer, cerebral palsy, diabetes, epilepsy, heart disease, and muscular dystrophy
16% of older youth in special education have physical or medical disabilities
8% of foster youth have some type of physical impairment compared to 1-2% of the general youth population
Up to 80% of foster youth have at least one chronic medical condition and 25% have had three or more health problems
Youth with ADHD often have other disabilities including learning disabilities, depression, anxiety and substance use issues

10. Mental Health and Emotional Disabilities
Youth with mental health and emotional disabilities have a mental health diagnosis (mood disorders, PTSD, anxiety disorders, behavior disorders, schizophrenia) or emotional disturbance (special education)
80% of youth in foster care have received mental health services and more than 50% of foster youth are given psychotropic medications
54% of foster youth have mental health problems as young adults including PTSD (25%), Major Depression (20%), and Social Phobia (17%)
Youth in foster care are 3 times more likely to have an Emotional Disturbance disability than other youth
70% of juvenile justice youth have a mental health or substance use disability and 47% have an emotional disability
Youth with emotional disturbance have poorer outcomes than youth with other disabilities and 52% have been involved with the criminal justice system

11. Learning Disabilities
Learning disabilities include impairments in listening, mathematics, reading, and oral and written comprehension
54% of all older youth in special education have a learning disability
In one study, 20% of youth in foster care had learning disabilities compared to 12% of all youth
40% of juvenile justice youth have a learning disability and 50% of youth with learning disabilities have been involved with the criminal justice system
50% of youth with learning disabilities have basic cognitive deficits including reading signs, counting change and telling time
Young adults with learning disabilities often hide their disability and try to compete in education and employment without assistance or accommodations

12. Understanding Young Adults with Disabilities
Many Foster Youth and Young Adults with Disabilities
Are often embarrassed by having a disability and have issues with low self esteem
Do not understand what their disability is or know how to advocate for themselves
Have poor social skills that negatively impacts their ability to reach their goals
Have fewer permanency connections and challenging relationships with their families
Have poorer educational outcomes than other youth in special education and less work experience than other foster youth
Are not connected with appropriate disability resources and have not received adequate support in developing their transition plans

13. Disability Service Systems For Young Adults with Disabilities
Special Education
The Regional Centers
Mental Health and Family Support
Social Security Administration (SSI)
California Children’s Center
California Department of Rehabilitation
Centers for Independent Living

14. Special Education Rights for Young Adults
Young adults can remain in special education until age 22 and are responsible for making their own education decisions
Young adults can still be assessed for special education if they have a disability and special needs that have previously been identified
Special education continues to provide them with Individualized Education Program and Individualized Transition Program services
Young adults in special education remain eligible for mental health support services through their school under AB 114
AB 167 allows them to graduate under state rather than local school requirements if they change high schools in the junior or senior year
Young adults will need a recent IEP to qualify for college special education services through Disabled Students Programs and Services

15. Individual Education Programs (IEP)
Eligibility Determination Present Levels of Performance Annual Goals and Objectives Services Needed Supports and Modifications Placement Options and Decisions Transition Services Graduation Plan

16. Section 504 Plans
504 plans are not part of education but offer youth with disabilities accommodations in receiving their education
Eligible students must have a physical or mental impairment
An estimated 10-15% of foster youth meet criteria for 504 plans
Youth should be assessed for both special education and a 504 plan
The process involves an initial referral, education team meeting, and developing a plan
504 plans includes student information and disability, background information, goals and objectives, and academic accommodations
504 plan do not have timelines and as many safeguards and support services as an IEP

17. Individual Transition Plans
Individual Transition Plans (ITP) must include the following areas
Post Secondary Education / Vocational Training
Community Experiences
Employment Development
Post High School Adult Living
Acquisition of Daily Living Skills
Schools are required to provide the services in the plan or arrange where services can be provided
Reviews of Individual Transition Plans are conducted annually

18. Foster Youth in Special Education
Had lower grade point averages and lower testing scores
Changes schools more frequently and more instability in placement
Had fewer credits towards graduation
Were more likely to be in segregated special education classes
Foster Youth Transition Plans
Only 31% of plans had post secondary education goals and only 16% of plans had goals for independent living skills
20% of had no goals listed and 32% of plans had no action steps
Family members, foster parents, and educational surrogates were only present 42% of the time at IEP meetings
Caseworkers only attend 31% of IEP meetings
The student was solely responsible for their goals 22% of the time

19. AB 3632 Becomes AB 114
AB 114 eliminated all regulations related to AB 3632 and transferred responsibility for education related mental health services from county mental health to local education authorities
$420 million was allocated to education in the school year to provide education related mental health services
Mental health services must be agreed upon in the student’s Individualized Educational Program (IEP) as necessary
Mental health services provided through EPSDT (individual therapy, family therapy, and wraparound services) are included
Residential care is one of the related services for children with disabilities that must be provided at no cost to the parents
The prescription and monitoring of psychotropic medications is considered a medical service that may not be covered in AB 114

20. College and University Disability Services
Available at all California Community Colleges and Universities
Disabled Students Programs and Services (DSPS) are in all community colleges and provide support services, specialized instruction, and educational accommodations
A Student Educational Contract (SEC) is developed with each DSPS student to link goals with curriculum and needed accommodations
Services to Students with Disabilities and Disability Student Programs are available at State Universities
The specific disability must be verified for both programs with an education limitation that requires specialized services
Disability Services include test taking assistance, counseling, interpreter services, note taking, reader and speech services, transportation and parking, job development/placement, assistive technology, registration help and specialized instruction

21. California Regional Centers
Eligibility
Provide services and support for individuals who have a substantial developmental disability that begins prior to age 18
Eligible disabilities include mental retardation, cerebral palsy, epilepsy, autism, and conditions related to mental retardation
Services
An Individual Program Plan (IPP) is developed with eligible clients
Services include assessment and diagnosis, counseling and case management, service coordination, employment support, supported services, independent living, planning and placement in out of home care, service coordination, and advocacy

22. California Regional Centers
Process for Obtaining Services
Eligible youth under age 18 are assigned a case manager who meets who develops the Individual Program Plan (IPP)
Case manager coordinates services and Regional Center must purchase or secure all services in the IPP
RC can not pay for services that are the responsibility of family or other providers including transition services in special education
Placement for Young Adult Clients
RC and juvenile court have agreement to provide eligible youth with foster care options through Foster Family Agencies (FFA)
RC must secure services and FFA provides supervision of home and ongoing support with social worker or probation officer

23. Mental Health and Family Support
Early Periodic Screening Diagnosis and Testing (EPSDT)
Individual, group and family therapy; day programs, crisis counseling, case management for young adults with Medi-Cal
Therapeutic Behavioral Services (TBS)
Behavioral interventions, communications skills, and community functioning support for young adults at risk for or in high level care
Transition Age Youth Programs (TAY)
County mental health programs for ages with serious disabilities providing therapy, medications, and case management
Wraparound Services
Team approach in helping young adults develop transition support, permanent connections, and social and independent living skills

24. SSI (Supplemental Security Income)
Provides monthly cash aid, Medicaid, and help with housing and education to persons with qualifying disabilities
An estimated 15-20% of special needs youth meet the criteria
Important safety net for young adults with disabilities
Eligibility Criteria
Little or no income, few or no resources, citizen or qualified non-citizen, qualifying disability
Child/Youth Disability Standard. Marked or severe functional limitation expected to last at least 12 months
Adult Disability Standard. Inability to engage in gainful work expected to last at least 12 months
Continuation Disability Review. The SSA begins a CDR on (or around) the youth’s 18th birthday to determine if the youth meets the adult standard

25. SSI (Supplemental Security Income)
The Benefits Continuation Rule allows youth not meeting the adult standard to continue with benefits in limited circumstances
The payee for SSI benefits can be the young adult, legal guardian or caregiver, or the county as a last resort
Young adults are eligible to receive SSP (State Supplemental Payment) for Non-Medical Out of Home Care in daily living
Young adults receiving SSI may also receive AFDC-FC foster care with offsetting rules regarding total income allowed
Benefits for Young Adults
Higher Cash Assistance Rate Medicaid
Ticket to Work Plan to Achieve Self Sufficiency
Student Earned Income Exclusion Access to Permanent Housing

26. California Children’s Services
CCS provides comprehensive medical services to youth with severe physical disabilities under age 21 who meet medical eligibility.
Eligibility Requirements
Medi-Cal, Healthy Families or low income
Eligible medical conditions
Services Provided
Diagnosis and treatment
Medical case management
Medical Therapy Program
Process for Obtaining Services
Referral requirements
Navigating medical systems

27. California Department of Rehabilitation
The Department of Rehabilitation helps persons with disabilities develop employment and maximize their ability to live independently.
Eligibility Criteria
Disability that impedes work
Significant disabilities prioritized
Services and Programs
Vocational planning and assessment
Job counseling and support
Independent living skills support
Young Adult Services
Transitional Partnership Program
College support services

28. California Independent Living Centers (ILC)
ILCs are non-profit organizations run by persons with disabilities
Persons with disabilities can receive help with daily living issues and learn skills they need to take initiative and control of their life
ALL ILCs provide six core services
Housing Assistance
Information and Referrals
Peer Counseling and Support
Personal Assistant Services
Independent Living Skills Training
Individual and Systems Change Advocacy
Centers may also provide benefits counseling, work readiness training, legal aid, and assistive technology services

29. The Impact of AB 12/212 On Young Adults with Disabilities
Extended care provides young adults with disabilities with housing and additional time to Complete their high school diploma or GED Strengthen family and permanency support Develop work readiness skills and gain work experience Complete the SSI process and receive benefits Participate in post secondary education and vocational training Connect with adult disability resources Develop long term housing

30. Engaging Young Adults with Disabilities
Extended care is a collaborative process that involves a change in your role from authority figure to support person
Recognize and respect their adult status in making decisions about education, health, mental health, and disability services
Include young adults with disabilities in developing their Transition Independent Living Plans and a road map to their future
Provide young adults with disability information and resources
Use a strengths based that emphasizes positive traits and assets
Reframe disabilities in terms of differences and opportunities that reduces stigma and promotes self acceptance
Provide a supportive environment to address their special needs, develop life skills, and experience positive outcomes

31. Case Manager Responsibilities
Understand the disability of foster youth under your care and disability resources available to meet their needs
Meet with youth six months prior to age 18 to discuss benefits of Extended Foster Care and appropriate placement options
Complete SOC 161 and 162 with the youth (Certification and Mutual Agreement for Extended Care) *Note: 602 Exception
Complete updated Transition Independent Plan and Agreements with young adults that reflects goals related to their disabilities
Coordinate TILP with disability providers including Special Education, Regional Centers, California Children’s Services, etc.
Ensure their placement meets their service and disability needs

32. Young Adult Responsibilities
Learn about my disability and advocate for appropriate services to maximize opportunities for a successful transition to adulthood
Keep my SW or PO informed about my disability and service needs to develop the goals in my TILP
Work on completing the goals of my TILP and my participation conditions for remaining in extended care
Comply with the terms of Shared Living Agreements in placements
Inform my SW/PO of any placement problems and work to find solutions
Notify my SW/PO within 24 hours if move to a new placement

33. Transition Independent Living Plans for Young Adults with Disabilities
The purpose of the TILP is to help young adults with disabilities to develop permanency and increasing their independence
The TILP is developed with the young adult and the placement to identify activities, responsible parties, and timelines for each goal
There is a risk of setting lower expectations for young adults with disabilities in developing participation goals (i.e. Condition 5)
It is important for the TILP to include participation goals for education, employment, and independent living skills
The TILP should include at least one goal to develop permanency connections with committed and caring adults
The TILP should also include goals to connect young adults with adult disability service providers

34. Transition Independent Living Plans for Young Adults with Disabilities
Permanency Goal. Develop permanency connections with adults.
Identify family members and adults who can provide permanency support.
Meet with permanency options and address issues related to obtaining support and their special needs.
Condition 1 Goal. Graduate from high school.
Meet with Special Education to coordinate transition and graduation plans.
Contact Foster Youth Services to learn of resources and supports for young adults completing high school.
Condition 2 Goal. Explore post secondary education / vocational options.
Connect with Disabled Student Program Services at potential colleges.
Research local college Career and Technical Education programs.

35. Transition Independent Living Plans for Young Adults with Disabilities
Condition 3 Goal. Prepare young adult for employment.
Learn about their disability and how to advocate for accommodations.
Participate in ILP work readiness classes.
Condition 4 Goal. Obtain part time employment.
Apply for supported employment opportunities for foster youth with disabilities (Workability, WIA Youth Programs)
Connect with Department of Rehabilitation and apply for program services.
Condition 5 Goal. Medical and mental health services necessity.
Participate in ongoing medical care as needed for health condition.
Participate in mental health treatment services.
Initiate or continue application for SSI.

36. Developing a Transition Independent Living Plan for Young Adults with Disabilities

37. Youth With Disabilities Transition Service Needs
Case Management
Education Support
Mental Health Services
Physical Health Services
Family and Permanency Connections
Employment and Vocational Training
Independent Living Skills
Advocacy

38. Case Management Support
Young adults with disabilities in extended care need additional case management to address their needs and coordinate services
The following programs provide case management services
All Disabilities. Independent Living Programs, Transitional Housing Programs, Foster Family Agencies, College Disability Services
Developmental Disabilities. Regional Centers, Department of Rehabilitation
Physical and Medical Disabilities. California Children’s Center, EPSDT medical providers, Department of Rehabilitation
Mental Health Disabilities. EPSDT mental health providers, Transition Age Youth programs, Therapeutic Behavioral Services
Learning Disabilities. ILP, Transitional Housing Programs, Foster Family Agencies, College Disability Services (counseling)

39. High School Completion
Special needs young adults in special education may remain in high school up to age 22 to obtain their diploma
Foster youth can use state graduation requirements if they transfer between school districts or high schools during the 11th or 12 grade
Special Education Departments are required to have an Individual Transition Plan (ITP) for all youth with IEPs after age 16
It is important for SW and PO to coordinate the youth’s TILP with the school’s ITP to ensure that youth with disabilities obtain needed services
Foster Youth Services can work with youth with disabilities to provide additional support including tutoring and education advocacy
Young adults can also complete their GED (General Education Development) in adult education classes if high school graduation is not a viable option

40. Post Secondary Education Support
Young adults with disabilities should be encouraged to explore community colleges, universities, vocational training, and career and technical education
College resource programs include the California Chafee Grant Program, Foster Youth Success Initiative (FYSI), Extended Opportunity Programs and Services (EOPS), and Guardian and Renaissance Scholars
They need assistance in completing college and financial aid applications, college enrollment and orientation, course planning, and payment of fees
Disabled Students Programs and Services (DSPS) provides support services, specialized instruction, and educational accommodations to Community College students with disabilities
DSPS develops a Student Educational Contract (SEC) with each student to link their goals, curriculum, and academic accommodation to their disability
Services to Students with Disabilities are available at each of the California State Universities providing support services and accommodations

41. Mental Health Treatment Young Adults with Mental Health Disabilities
Make their own decisions about mental health services and the court can not order them to take psychotropic medications
Have service needs related to current diagnoses, unresolved trauma, behavioral issues, and alcohol and substance use
Should have mental health services included in their TILP, Needs and Services Plan, and Shared Living Agreement
Need to be educated about their diagnosis, service needs, and treatment and learn how to advocate for services
Can access EPSDT and TBS mental health services with Medi-Cal until age 21 and Transition Age Youth programs ages through County Mental Health Agencies with severe disabilities

42. Medical Services
Young adults with physical disabilities need a home that meets their medical needs and accesses medical equipment and assistive technologies
It is important to identify who is going to coordinate services for them and provide them with care
Special rates are available for In Home Supportive Services and to care for young adults with Special Health Care Needs
There needs to be assessment and monitoring of youth with medical disabilities living with relatives to ensure their needs are getting met
California Children’s Center and EPSDT medical care provides case management for some young adults with medical physical disabilities
The Department of Rehabilitation helps young adults with physical disabilities to access employment services and college
Young adults with physical disabilities are often eligible for SSI and have ADA protections with regards to housing

43. Health Care Program in Foster Care
HCPFC is part of county child welfare agencies
It provides public health nurse expertise in meeting medical, dental, mental health and developmental needs of children in foster care including young adults in extended care
Public health nurses consult with the foster care team to promote access to preventative and specialty health services
Youth with Special Health Care Needs
Includes youth up to age 23 who have a medical condition that can rapidly deteriorate or needs home health care and is a court dependent or regional center client
Young adults can remain in foster care after age 18 by agreement of young adult, foster parent, SW or PO, and guardian with monitoring by regional center

44. Family and Permanency Connections
Special needs young adults often have fewer permanency options
Help young adults with disabilities strengthen relationships with family members and adult allies that may have been disrupted
Relationship connections can be difficult for them if social skills are impacted including initiating contact and showing reciprocity
Advocate for families to understand the disability of their child and include them in their lives
Help young adults with disabilities understand, accept and manage their relationships with their family
Wraparound Services provide intensive, individual, and strengths based support in bringing together family and important adults in their lives to assist in developing permanency connections

45. Employment and Vocational Training
Half of former foster youth are unemployed and young adults with disabilities have less work experience than other foster youth
Work readiness training and employment experience helps to build a positive sense of self and improve transition outcomes
Social workers, probation officers, and placements need to prioritize work experience and vocational training for special needs young adults
Employment and education are not mutually exclusive goals and can both be part of TILPS and transition planning
Employment programs for special needs young adults include WIA (Workforce Investment Act) Youth Programs, Workability (Special Education ), Employment Development Department (EDD) Youth Services, Job Corp, California Conservation Corp (CCC), Department of Rehabilitation, and Ticket to Work (SSI)

46. Independent Living Skills
Increasing independence and self sufficiency is an important goal for young adults with disabilities in extended care
Placements and case managers can support young adults in learning daily living skills, self care, transportation, problem solving, social skills, budgeting and financial management skills
Independent Living Programs offer comprehensive services including case management, access to housing, employment counseling, life skills workshops, post secondary education support, and transportation
Young adults with disabilities underutilize ILP and they should be encouraged to participate in their program
Independent Living Centers are run by persons with disabilities and help them with daily living issues and taking control of their own lives
ILC core services include housing referrals, information, peer counseling, personal assistance service, independent living training, and advocacy

47. Advocacy and Support Advocacy Resources
Special needs young adults need education about their disability and to develop advocacy skills for obtaining adult disability services
Young adults with disabilities need adult advocates in their lives as well as peers and adults to support them in advocating for themselves
Case managers will spend more time advocating for services for young adults with disabilities than other foster youth
Advocacy Resources
Youth Transition Toolkit Court Appointed Special Advocates
Youth Organizing Disabled & Proud Youth Leadership Forum
Disability Rights California Disability Rights Legal Center
The Alliance for Children’s Rights Disability Rights California
Disability Rights Education and Defense Fund Disability Benefits 101
Support for Families of Children with Disabilities Disability. Org

48. Placements for Young Adults with Disabilities
Group Homes Transitional Housing Programs Transitional Housing Program Plus Foster Care Family and Foster Home Options Supervised Independent Living Plans Postsecondary Education Housing Transitional Housing Program Plus

49. Young with Disabilities Out of Home Placements
1,694 or 18% of youth and young adults ages living in out of home care had been in special education as of 7/1/12
29% lived in group homes
23% lived in Foster Family Agency homes
21% lived in kinship placements
12% lived with guardians
10% lived in foster homes

50. Case Manager Responsibilities with Placements
Complete appropriate placement agreement for young adults (SOC 152, SOC 153, SOC 154 B, SOC 156 A, SOC 157 A) for each new placement after age 18
Provide the placement with background , disability information and service needs , and the TILP for the young adult
Support the placement in developing a Shared Living Agreement with the young adult that reflects their transition and disability needs
Monitor the progress of the young adult and ensure the placement is meeting their service and disability needs in achieving their goals
Assist the placement in identifying and developing permanency connections for special needs young adults
Include the placement in transition planning with the young adult and assist the placement in connecting them with adult disability and community resources

51. Placement Responsibilities to Case Manager
Develop an initial needs and services transition plan with the young adult with disabilities consistent with their TILP goals and activities
Complete a Shared Living Agreement with the young adult
Work with the young adult to understand their disability and develop resources appropriate to their disability service needs
Work with the young adult and the placing agency to identify and develop permanency connections
Ensure special needs young adults receive the education, employment, independent living skills, and advocacy support needed to achieve their goals
Participate in transition planning meetings with the case manager, young adult, permanency options, and disability and community service providers
Provide periodic updates to needs and services plan every six months

52. Shared Living Agreements
Shared Living Agreements (SLA) are considered a best practice for placements with young adults in extended care
Group home, family, and shared living arrangements address potential issues and make service and household agreements with the young adult
Young adults with disabilities can ensure that they are receiving the services and accommodations needed to achieve their goals
Placements should respect the adult status of the young adult
The young adult needs to respect the program or home rules and rights of others living there (including minors)
The SLA includes skills and resources, health and safety, school and work, household agreements, and chores and responsibilities

53. Community Care Licensing Regulations For Non Minor Dependents
Personal Rights
Young adults with disabilities have the same personal rights as other young adults in extended care.
Have personal items including furnishings, supplies for their living space, and an automobile
Select, obtain or decline health care and related services
Have a personal telephone or computer for internet access
Leave or depart the program at any time
Participate in activities of their own choosing
Provide their own releases for confidential information

54. Group Homes and Young Adults with Disabilities
Older youth and young adults with disabilities are 1.5 times more likely to be placed in group homes and have fewer permanency options
Group homes comprise 16% of child welfare placements and 52% of juvenile probation placements for older youth in out of home care
Under AB 12, young adults can only remain in group homes until they turn age 19 or complete high school or a GED unless
1. The NMD has a medical or mental health condition (Participation Condition 5) and continuing in a group home functions as a short term placement
2. Treatment strategies should prepare the NMD for discharge to a less restrictive, more family like setting.
Services may include education support, behavioral interventions, life skills development, employment support, and mental health services to prepare them for self sufficiency and lower levels of care

55. Transition Housing Program Plus Foster Care
THPP eligibility is for ages until the youth or young adults completes high school or a GED
Site based apartments, communal living situations, or family homes with case management, mental health services and supervision for communal living situations available
Housing option for youth with disabilities who are capable of living independently
THP+FC is currently being developed for young adults ages 18 until they age or transition out of foster care
Site based apartments and family homes with case management, wraparound, and mental health services available
Housing option for young adults with disabilities who are capable of living independently

56. Family and Foster Care Options
Family like living options for young adults with disabilities
Approved Family and Non Relative Extended Family (NREFM) Homes
Kin-Gap Placements
Foster Family Agency (FFA) Homes
Nonrelated Legal Guardian Home (NRLG)
Adoption Assistance Program (AAP) Home
Young adults with disabilities in family and foster home settings have access to the same benefits and AFDC-FC rates they received as youth
Young adults with disabilities in Kin-Gap, NRLG, and AAP homes are eligible for extended care no matter what age it was initiated and may remain in care until age 21
Family and FFA homes can be a way for young adults with disabilities to transition from group home care
Shared Living Agreements support young adults in having successful family and foster care placements

57. Special Payment Rates For Young Adults with Disabilities
Specialized Care Increment
County supplement to basic rate to provide specialized care of children with medical, emotional and behavioral needs
Available to Foster Family Homes, Relative Caregivers, Non-Related Guardians and to NREFMs
Individual county policies and rates vary by county (3 do not have them)
Intensive Treatment Foster Care (Foster Family Agency)
Available for youth with serious emotional disturbance or other mental health issues as an alternative to higher level group home care
Services include individual therapy, in home behavioral support, targeted life skills training, crisis response, psychiatric consultation and medications
Dual Agency Rate
Provided to homes with Regional Center clients who are also AFDC eligible

58. Supervised Independent Living Plan (SILP)
SILP is a placement for young adults who are capable of living independently with payments to them of $799 per month
SILP is the least restrictive placement under extended care with no program supervision or case management
Young adults receiving SSI could receive the SILP stipend in addition to their SSI payment each month
SILP may not be appropriate for young adults who have extensive mental health and medical needs or do not have other case management support
SILP Readiness Assessment. Case managers need to carefully evaluate whether special needs young adults can obtain the services they need in the living situation
SILP Facility Inspection. Case managers need to ensure the living space meets the physical needs of the young adult

59. Post Secondary Education Housing
Special needs young adults attending community colleges and state universities can benefit from living in dormitory and campus housing
Supervised Independent Living Plans (SILP) can include college dormitories and university housing or off site housing
Young adults must pass a SILP Readiness Assessment with physical inspections waived for dormitories and university housing
Young adults with disabilities need to be capable of living independently and have supports to address their special needs
Young adults with disabilities can receive a SILP aide stipend ($799 a month) in addition to SSI and financial aid for college
Disability Students Programs and Services provides special needs young adults attending college with extensive support services

60. Post Extended Care Transitional Housing
Transitional Housing Program Plus
Provides housing and support services for young adults ages who have exited care for up to 24 months
Services include case management, help with rent and food, medical and mental health services, and access to employment and education
Most housing is in two bedroom apartment and placement with a caring adult is also possible
Transitional Living Programs
Provides housing and support services for homeless youth ages who are not in foster care for up to 18 months (24 months under age 18)
Services include life and interpersonal skills, education support, job preparation and placement, and medical and mental health services
Housing and services provided in residential programs

61. Planning Transitions With Special Needs Young Adults
Extended Care Partnerships
Transition Planning Meetings
Engaging Adult Disability Providers
Community Resources
The Keys to Successful Transitions

62. Extended Care Partnerships
Young adults with disabilities require extensive support to succeed in their transition to adulthood
Extended care requires all of us to work together as partners in helping young adults achieve positive outcomes
These partnerships include the SW or PO, young adult, placement, community resources, and adult disability service providers
The SW or PO needs to maintain frequent contact with special needs young adults to monitor their progress
The placement and the SW or PO work closely to ensure that their transition goals are met
There is an active effort to develop permanency resources with the young adult that are critical to their achieving greater independence
The SW or PO work closely with adult community and disability resources to meet the service needs of young adults with disabilities

63. Transition Planning Meetings
Coordination of services is essential to the success of young adults with disabilities in extended care
Transition planning meetings may include the young adult, SW or PO, placement, permanency connections, and adult disability service providers
Ideally, goal planning meeting happens at the beginning of a six month placement with the caregiver and service providers to review the TILP and clarify the responsibilities of all parties
Planning meetings at the mid point of a six month placement can review where the young adult with regards to the services and goals in their TILP
Mid point meetings can also ensure young adults are on waiting lists for transitional housing and connecting with community resources needed for their next placement

64. Engaging Adult Disability Providers
Adult disability providers need to be included in transition planning for special needs young adults
Adult providers can ensure the young adult is receiving case management and counseling support and that their disability service needs are being met
Disability providers may include Special Education, the Regional Centers, mental health services (EPSDT), medical services (EPSDT and California Children’s Services) , the Department of Rehabilitation and others
Adult disability providers can assist young adults in obtaining education, financial assistance, employment, individual therapy, health care, assistive technology, housing, independent living skills and other services

65. Community Resources General Resources High School Completion
Post Secondary and Vocational Education
Independent Living Skills
Employment
Medical Care and Physical Health
Mental Health
Information and Advocacy Resources

66. Housing and Community Resource Plan

67. The Keys to Successful Transitions
Understand the disability of young adults with disabilities in extended care and the resources available to them
Ensure foster youth with disabilities receive appropriate assessments prior to age 18 (recent IEP, SSI, Regional Center, Special Health Care Needs)
Ensure all special needs young adults have case management support in addition to yourselves
Help young adults understand their disabilities and support them in learning how to advocate for themselves
Ensure special needs young adults are connected with adult disability resources (Regional Centers, Community Mental Health, Department of Rehabilitation)

68. The Keys to Successful Transitions
Ensure young adults have access to appropriate education support services (Special Education, Foster Youth Services, Disabled Students Programs and Services)
Support special needs young adults in gaining work experience prior to age 22 (Workability, WIA Youth Programs, Department of Rehabilitation)
Participate in transition planning meetings with disability programs working with your young adults (Special Education, Regional Centers)
Ensure continuity of physical and mental health care for NMD with disabilities during extended care and beyond (EPSDT, California Children’s Council)