Trainer Resource Guide RESOURCE GUIDE 2. ... Show Slide #2: Practice and Share, Session 1 • In the last session, you learned about the values that guide your work as a DSP

Year 1, Session 2: THE C

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2. The California Developmental Disabilities Service System

Trainer Resource Guide


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Materials• LCDprojectorandcomputer• FlashDrive• DSPTVDVD,Year1

Show Slide #1: The California Developmental Disabilities Service System

Show Slide #2: Practice and Share, Session 1• Inthelastsession,youlearnedaboutthevaluesthatguideyour

workasaDSP.Inthissession,youwilllearnaboutthesystemforcoordinatingandplanningservicesandsupportsforindividualswithintellectual/developmentaldisabilitiesinCalifornia.

Outcomes

Show Slides #3 and #4: Outcomes• Reviewoutcomesforthesession.

Key Words

Show Slides #5, #6, and #7: Key Words• Givestudents5minutestothinkaboutandrewritedefinitionsintheir

ownwordsinthespacesprovided.

T-1

T r a i n e r G u i d e : S E S S I O N 2


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The California Developmental Disabilities Service System

S t u d e n t R e s o u r c e G u i d e : S E S S I O N 2

O U T C O M E S

Whenyoufinishthissessionyouwillbeableto:

S-1

• IdentifyagenciesandpeopleinvolvedintheCaliforniadevelopmentaldisabilitiesservicesystem.

• Describetheservicesprovidedbytheregionalcenters.

• ExplaintheimportanceofTitle22.• DescribethepurposeoftheIndividual

ProgramPlan(IPP).

• DescribetheDSP'sroleontheindividual’splanningteam.

• ListrightsofindividualswithdevelopmentaldisabilitiesasdescribedintheLantermanAct.

Community Care Facilities

K E Y W O R D S

Key Word Meaning In My Own WordsHomesoperatedbypeopleoragencieswhoaregrantedalicensebytheStateofCaliforniatoprovideresidentialcare.

Confidentiality Keepinginformationaboutanindividualprivate;sharinginformationaboutanindividualonlywithpermissiontodoso.

Denial of Rights Processwherearightmaybetakenawayforalimitedperiodoftime,foraspecificreason,andonlyundercertainconditionswhicharedocumentedandapprovedbytheregionalcenter.

Goal ThingsdescribedinanIndividualProgramPlanthattheindividualwantsinhisorherfuture;goalsreflecttheindividual’sneedsandpreferences.


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T-2

Key Words - cont.


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Individual’s Rights

Specificrights,grantedbytheLantermanActtoindividualswhoaredevelopmentallydisabledtoensurethattheyaretreatedlikeeveryoneelse;forexample,therighttodignityandhumanecare.

Legally Authorized Representative

Parent(s)orlegallyappointedguardianofaminorchild,orlegallyappointedconservatorofanadult.

Person-Centered

K E Y W O R D S ( C O N T . )

Key Word Meaning In My Own Words

Basedontheneeds,preferences,andchoicesoftheindividualwiththedevelopmentaldisability.

Planning Team Agroupofpeoplewhocometogethertoplanforandsupporttheneedsandpreferencesoftheindividual.Theplanningteammustincludetheindividual,thelegallyauthorizedrepresentative(parentofaminor,guardianofaminor,orconservatorofanadult)ifapplicable,andtheregionalcenterservicecoordinator.

Preferences Choicesthattheindividualmakes.

Regional Center Oneof21centerscreatedbytheLantermanActandlocatedthroughoutCalifornia.Regionalcentersassistindividualswithdevelopmentaldisabilitiesandtheirfamiliestofindandaccessservices.

Service Coordinator

Aregionalcenterrepresentativewhoworkswithindividualsandfamiliestofindandorganizeaccesstoneededservicesandsupports.

Individual Program Plan (IPP)

Awrittenagreement,requiredbytheLantermanAct,betweentheindividualandtheregionalcenter.TheIPPliststheindividual’sgoalsandtheservicesandsupportsneededtoreachthosegoals.

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T-3

Key Words - cont.


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K E Y W O R D S ( C O N T . )

Key Word Meaning In My Own Words

Title 17 Rulesforregionalcentersandregionalcentervendorsincludingvendoredcommunitycarefacilities.

Title 22 Rulesforlicensedcommunitycarefacilities.

Services and Supports

Assistanceprovidedfortheindividualtoleadthemostindependentandproductivelifepossible,basedontheindividual’sneeds,goals,andpreferences.

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ACTIVITY: What Do You Want to Know?• Readdirectionsaloud.• Askforstudentvolunteerstoshareanswers.• Makenoteofstudentanswersandlinkbacktostudentknowledge

andinterestsasappropriateasyoureviewsessioncontent.• Attheendofthissession,youwillreturntothisactivitytogive

studentsanopportunitytoanswerthethirdquestion.


T-4


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A C T I V I T Y

What Do You Want to Know?

Directions:Think about the topic of this training session. Answer the first two questions in the space provided below. You will come back to this page at the end of the session to answer the last question.

Whatdoyoualready knowaboutthedevelopmentaldisabilitiesservicesysteminCalifornia?

Whatdoyouwant to knowaboutaboutthedevelopmentaldisabilitiesservicesysteminCalifornia?

Tobeansweredattheendofthesession,duringreview:Whathave you learnedaboutaboutthedevelopmentaldisabilitiesservicesysteminCalifornia?

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T-5

California Developmental Disabilities Service System• ReviewtheinformationintheStudentGuide.

Additional information for students: AsmallyetpowerfulgroupofparentsdecidedtochangethesystemforpeoplewithdevelopmentaldisabilitiesinCalifornia.AftermanyyearsofstruggletheysucceededinmakingtheLantermanDevelopmentalDisabilitiesServicesActareality.TheLantermanActprovidestheentitlementprograminCaliforniaforpeoplewithintellectual/developmentaldisabilities,cerebralpalsy,epilepsy,andautism,andestablishedtheRegionalCentersystemtocarryoutthesestatemandates.

Show Slide #8: California Developmental Disabilities Service SystemRevieweachoftheagenciesandorganizationsandsummarizewhattheydo.• Thisinformationrelatestoalearningoutcomeandmaybecovered

onthequiz.Outcome: Identify agencies and people involved in the California DevelopmentalDisabilitiesServiceSystem.

Show Slide #9: Department of Developmental Services (DDS)• Thisinformationrelatestoalearningoutcomeandmaybecovered

onthequiz. Outcome: Describe the services provided by the regional centers.• Regionalcentersmaypurchasemanydifferenttypesofservicesto

meetindividualneeds.Amongtheseservicesare:— Earlyinterventionservices— Health-relatedservices— In-homesupportservices— Dayandvocationalservices— Residentialservices



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California Developmental Disabilities Service System

TheCaliforniaStateLegislaturepassedtheLantermanActtocreateanetworkofagencies

responsibleforplanningandcoordinatingservicesandsupportsforindividualswithintellectual/developmentaldisabilitiesandtheirfamilies.

Thedevelopmentaldisabilitiesservicesystemincludesthefollowingagenciesandorganizations:• DepartmentofDevelopmental

Services(DDS) -Regionalcenters -Regionalcentervendors• StateCouncilonDevelopmental

Disabilities(SCDD)• DisabilityRightsCalifornia(DRC)

DDSprovidesleadership,oversight,coordination,andfundingforregionalcenters.DDSwritesregulationsorrulesforregionalcentersandregionalcentervendors.TheseregulationsaretypicallyreferredtoasTitle17.YouneedtobefamiliarwithTitle17becauseitdescribesrulesandrequirementsforhowyoudoyourjob.[InformationabouthowtogetacopyofTitle17isincludedinAppendix2-A.

TheLantermanActcreated21regionalcenterslocatedthroughoutthestate.Regional centersevaluatetheneedsofindividualstodetermineiftheyqualify,orareeligibleto,receiveservices.Youmayhearthisprocessreferredtoas‘determiningeligibility.’Avarietyofservicesmaybeprovidedtoeligibleindividualsandtheirfamiliesincludingassessment,advocacy,planning,purchaseofservicesfromvendored(contracted)serviceproviders,andservicecoordination.

Aservice coordinatororganizestheactivitiesnecessarytocreateandimplementanIndividual Program Plan (IPP)foreachpersonservedbytheregionalcenter.

TheIndividualProgramPlanisdevelopedbytheindividualandhisorherplanningteam.TheIPPliststhegoalsthatapersonistryingtoachieveanddescribesaplanforachievingthosegoals.Theregionalcentermaypurchaseaservicedirectlyorassisttheindividualtoaccessgenericservices(servicesthatareusedbyeveryoneinthecommunity).

Regionalcentersmaypurchasemanydifferenttypesofservicestomeetindividualneeds.Servicesmayinclude:• Earlyinterventionservices—Infant

developmentprograms,andpreschools.

• Health-relatedservices—Assessmentandconsultationfromdoctorsandotherhealthcareprofessionalsasneeded.

• In-homesupportservices—Respiteandfamilysupport.

• Dayandvocationalservices—Dayprogramservices,independentlivingservices,habilitationservices,supportedemployment,andworkactivityprograms.

• Residentialservices—Supportedlivingservices,adultfamilyhomeservices,andcommunitycarefacilities.Manydifferentagenciesand

individualsarevendored(orcontracted)withregionalcenterstoprovidetheseservices.Thecommunitycarefacilityinwhichyouworkisoneofabout5,700licensedcommunitycarefacilitiesvendoredwiththeregionalcenterstoprovideresidentialservicesinthestateofCalifornia.

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T-6

The Developmenta Service System Pryamid

Show Slide #10: The Developmental Service System Pyramid• ItishelpfultothinkofthesystemasapyramidwiththeLanterman

Actasthefoundationandvariouslevelsofsupportfortheindividualabovethat.

• Individualsareatthetopofthepyramidbecausetheyhaveacentralroleinthesystem,andhaveleadershipinthedesignofservicesandsupportstomeettheirneeds.

• Discusseachpartofthepyramidandthatagency’sroleinsupportingindividualswithintellectual/developmentaldisabilities.



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ERegionalcentershavearesponsibility

toensurethequalityofservicesprovidedbyvendorstoindividuals.TheLantermanActrequiresregionalcenterstomakeatleasttwounannouncedvisitsayeartovendoredcommunity care facilities—theplaceswhereyouwork—andtoregularlymonitorservicestoensuretheyareofgoodqualityandthatindividualsandtheirfamiliesaresatisfied.

TheLantermanActalsoprovidesforadvocacythroughtheStateCouncilonDevelopmentalDisabilities,DisabilityRightsCalifornia,andProtectionandAdvocacy.Allhavearesponsibilitytoadvocateonbehalfofindividualswithintellectual/developmentaldisabilitiesandtheirfamiliestoensurethattheirservice

needsarebeingmet,thatservicesareofgoodquality,andthatrightsarebeingrespected.

ThereisawholenetworkofpeopleandagenciesthatareworkingtosupportindividualsandtheirfamiliesinadditiontoDSPs.TheseagenciesandindividualsmakeupthedevelopmentaldisabilitiesservicesysteminCalifornia,andallhaveacommongoalofensuringqualityservicestosupportindividualstohavehealthy,safe,andfulfillinglives.

ItishelpfultothinkaboutthissystemofservicesasapyramidwiththeLantermanActasthefoundationandvariouslevelsofsupportfortheindividualbuildinguponthatfoundation.

The Developmental Service System Pryamid

S-6

California Developmental Disabilities Service System (cont.)

IndividualsPeoplewithanintellectual/developmentaldisabilityhavethecentralroleinthesystemandhaveleadershipinthedesignofservicesandsupportstomeetindividualneeds.

INDIVIDUAL

LANTERMANACT

Direct Support

ProfessionalsStaffwhowork

withandsupport

individualswherethey

liveandwork.

Family & FriendsFamily

members,

legalguardian,

conservator,friends,

neighbors,andothers

whoarepartofthe

individual’slife.

Regional CenterVendored Services

Agenciesandindividualswhoare

vendoredbytheregionalcenterto

provideservicesandsupports.

Community ServicesHealthcare,schools,

transportation,parksandrecreation,

andotherservicesavailableto

everyone.

Regional CentersRegionalcentersprovideservicestoindividuals

andtheirfamiliesincludingassessment,advocacy,

planning,assistanceinaccessingservices,

purchaseandmonitoringofvendoredservices,

andservicecoordination.

Advocacy AgenciesTheStateCouncilonDevelopmentalDisabilities,

andDisabilityRightsofCaliforniaadvocate

onbehalfofindividualswithintelectual/

developmentaldisabilitiesandtheirfamiliesto

ensuretheirserviceneedsaremetandtheirrights

arerespected.


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T-7

T E A C H E R G U I D E

Department of Social Services, Community Care Licensing

Show Slide #11: Department of Social Services, Community Care Licensing (CCL)• Thisinformationrelatestoalearningoutcomeandmaybecoveredonthequiz. Outcome: Explain the importance of Title 22.• HomeswhereDSPsworkarebothlicensedbyCCLandvendoredby regionalcenters.

Individual Program Plan

Show Slide #12: Individual Program Plan (IPP)• ReviewthestatementontheslideandtheinformationintheStudent Guide.• Thisinformationrelatestoalearningoutcomeandmaybecoveredonthequiz. Outcome: Describe the purpose of the Individual Program Plan (IPP).• TheIPPisdevelopedbyaplanningteam.Anindividual’splanningteamismadeupofat

leasttheindividual,theirauthorizedrepresentativeiftheyhaveone,theirparents,theirconservatororguardian,ifappropriate,anyoneelsetheywanttohaveatthemeeting,andoneormorerepresentativesoftheregionalcenter,includingtheservicecoordinatororsocialworker(WIC§4512(j)).

• ExamplesofIPPgoalsinclude:— Makefriendsanddeveloprelationshipswithpeers— Gotoschooland/orhaveajob— Liveinthecommunity— Makedecisionsaboutwhere,withwhom,andhowtheywanttolive— Learnskillssuchashandlingtheirmoney,cooking,andusingthebus— Identifyadditionalsupportneedsofthepersonandtheirfamily,suchasrespite,daycare,andbehaviorservices

Show Slide #13: Person-Centered Planning• Reviewthedefinition.• Person-centeredplanningisanapproachtoworkingtowardindividuals’

preferredfuture.Itgivesthemawaytosaywhereandwithwhomtheywanttolive,howandwithwhomtheywanttospendtheirtime,wheretheywanttowork,andhowtheywanttoarrangeotherimportantpartsoftheirlife(WIC§4512(j)).Person-centeredplanningisanongoingprocess,notjustonemeeting.

• TheservicecoordinatorwilltalktotheindividualinordertomonitortheimplementationoftheIPPatleastonceeverythreemonths.



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Department of Social Services, Community Care Licensing AsaDSPworkinginacommunity

carefacility,youalsoneedtoknowaboutCommunityCareLicensing(CCL).TheDepartmentofSocialServices(DSS)isastatedepartmentthatlicenseshomesforchildren,adults,andtheelderlythroughitsCCLDivision.DSSwritesregulationsorrulesforcommunitycarelicensedfacilities.TheseregulationsaretypicallyreferredtoasTitle 22.YouneedtobefamiliarwithTitle22becauseitexplainshowyoudoyourjob.(InformationabouthowtogetacopyofTitle22isincludedinAppendix2-A.)

CommunityCareLicensinghasaresponsibilitytomonitorhomestoensurethattheyfollowtherequirementscontainedinTitle22licensingregulations.CCLfacilityevaluatorsvisithomesonatleastayearlybasistomakesurethatservicesarebeingprovidedasrequiredinTitle22.

The Individual Program Plan

TheLantermanActsaysthateacheligibleindividualmusthaveanIndividual Program Plan (IPP). TheIPPisawrittenagreementbetweentheindividualandtheregionalcenterthatliststheindividual’sgoalsandtheservicesandsupportsneededtoreachthosegoals.TheIPPisdevelopedbytheplanningteambasedupontheindividual’sneedsandpreferences.

TheIPPisdevelopedthroughaprocessofperson-centered planning.Thismeansthattheindividualwiththeintellectual/developmentaldisabilityisthemostimportantpersonontheplanning teamandthathisorherneeds,preferences,andchoicesarethefocusoftheplanningeffort.Theregionalcentermustprovideinformationthatsupportsindividualsastheymakechoicesabouttheservicesandsupportstheyneed.

TheIPPcontainsgoals,objectives,andplans.Goalsdescribethingsthattheindividualwantsinhisorherfuture.Objectivessetatimeframeforachievingthegoals.Plansarethestepstoachievethegoalanddescribewhowilldowhatandbywhen.AsaDSP,youareoftenresponsibleforprovidingservicesandsupportstoassisttheindividualtoachievehisorherIPPgoals.

Onceservicesandsupportsareagreedupon,theregionalcentermusthelpfindtheservicestheindividualneeds.TheregionalcenterservicecoordinatorworkswithindividualsandtheIPPteamtolocateandorganizeneededservicesandsupports.Atleastonceeverythreemonths,theservicecoordinatorwillvisittheindividual,usuallyathisorherhome,totalktotheindividualandtomonitortheimplementationoftheIPP.

IPPsalsocontainareviewdate,anagreed-upontime(butnolessthanyearly)whengoals,objectives,andplanswillbelookedatbytheplanningteamtodetermineprogresstowardgoals.

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T-8

The Indivual Program Plan (cont.)

Show Slide #14: DSPs Role in the IPP Process • Reviewtheinformationontheslide.• Thisinformationrelatestoalearningoutcomeandmaybe

coveredonthequiz. Outcome: Describe the DSP’s role on the IPP team.Show Slide #15: DSP TV video, Scene 3: Using the IPP• ReadanddiscussquestionsatendofScene3.

Answers:• Whatmistakesdidyouobserve?The DSP gave Kwan tomatoes

for lunch, didn’t give Kwan her adaptive spoon, turned off her Disney movie, disregarded her request for her bird, and left her in the sun for an hour without a hat or sunscreen.

• Whatarepossibleconsequences?Kwan could have an allergic reaction to the tomato that could, at the very least, make her sick and, at the most, prove fatal. Kwan could also sustain a serious sunburn or heat stroke. In addition, Kwan’s quality of life is lessened because she is deprived of the things she enjoys. By extension, the DSP’s professional life could be much more challenging if some or all of these things were to happen.

• WhatcouldtheDSPdodifferently?Read Kwan’s IPP and tailor her support accordingly.

Show Slide # 16: Activity: The IPP• Readthedirectionsaloud.• Askforvolunteerstosharetheiranswerstotheactivityquestions.



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TheDSP’sroleistofollowthedirectionsintheIPPabouthowtosupporttheindividualtomeethisorherdailyneedsandtoachievehisorhergoals.Youmayassisttheindividualtogetready

forhisorherIPPmeeting.Youcandothisbytalkingtotheindividualaboutwhathewantsinhislife,hishopesanddreams,andbyencouraginghimtosharehisthoughtswiththeplanningteam.

A C T I V I T Y

The IPP

Directions: Think about an individual you work with. With a partner, take turns asking each other the following questions about the individuals you each work with. If there are questions you couldn’t answer, go back to the home where you work, read the individual’s IPP and try to find the answers.

1. Whereistheindividual’sIPPlocated?

2. WhatdoesthatIPPrequireyouandotherstaffinthehomedofortheindividual?

3. Howdoyouknow,orlearnabout,his/herlikesanddislikes?

4. Namesomeofhis/herlikesordislikes.

5. Howdoyoumakesurethattheservicesyouprovidemeethis/herneedsand preferences?

6. Howdoyouknowwhentheneedsorpreferencesoftheindividualchange?

7. Whatdoyoudowhenyouobservesuchachange?

8. Whatkindsofinputareyouaskedtogivewhenitistimetodeveloporchangetheindividual’sIPP?

S-8

The Individual Program Plan (cont.)


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T-9

Individual Rights• Thisinformationrelatestoalearningoutcomeandmaybecoveredonthe

quiz.Outcome: List rights of individuals with developmental disabilities as described in the Lanterman Act.

Show Slide #17: What the Lanterman Act says about individual rights• ReadthestatementfromtheLantermanAct:

— “...personswithdevelopmentaldisabilitieshavethesamelegalrightsandresponsibilitiesguaranteedallotherindividualsbytheUnitedStateConstitutionandlawsandtheConstitutionandlawsoftheStateofCalifornia.Anotherwisequalifiedpersonbyreasonofhavingadevelopmentaldisabilityshallbeexcludedfromparticipationin,bedeniedthebenefitsof,orbesubjectedtodiscriminationunderanyprogramoractivitywhichreceivespublicfunds”(WIC§4502).

— Sincetheserightsarefrequentlydeniedandthereisnoeffectivemethodofimplementation,aStateCouncilonDevelopmentalDisabilitieswascreated(WIC§4520).

• ReviewinformationaboutspecificrightsundertheboldheadingsintheStudentGuide.

ShowSlide#18:“Confidential”means... • Discussissueof“confidentiality.”• ContinuetoreviewtheinformationunderboldheadingsintheStudent

Guide.• HIPPAprovidesfederalprotectionsforpersonalhealthinformation.• HIPPAgivespatientsanarrayofrightswithrespecttothatinformation.



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Individual Rights

TheLantermanActsaysthatindividualswithdevelopmentaldisabilitieshavethesamerightsaseveryoneelse.TheLantermanActsaysthatindividualshave:

A right to services and supports to help them live the most independent productive life possible.

DSPsandothersmustsupportindividualstomeettheirgoalsinthefollowingareas:• Wheretolive• Wheretogotoschool• Wheretowork• Howtobecomeinvolvedincommunity

activities• Whotoliveandhaverelationships

with• Whatservicesandsupportsthe

individualwantsandneeds

A right to dignity and humane care.TheDSPmusttreatindividualswith

respectandasvaluedmembersofsociety.TheDSPmustworktoensurethattheindividualhasasafe,comfortable,andcaringenvironmentwitharighttoprivacy.TheDSPmustrespecttheindividual’sprivacyinallareasincluding:• Personalcare• Mailandtelephoneconversations• Timetobewithfamilyorfriends• Personal(alone)time• Personalspace(intheindividual’s

room)• Personalpossessions• Sexualexpression

Inaddition,theDSPmustnotsharepersonalinformationaboutanindividualexceptasrequiredasapartofyourjob.Informationabouttheindividualisconfidential.

Confidentialmeansyou:• Donotdiscussinformationabout

individualswithyourfriends.• Donottakeindividuals’recordsoutof

thehome.• Donotgiveinformationtopersons

whoaskforitwithoutasignedconsentfromtheindividualorlegallyauthorizedrepresentative.

• Donotdiscussconfidentialinformationwithanotherindividuallivinginthefacility.

A right to participate in an appropriate program of public education.

Publicschoolsmustprovideaneducationtoindividualsyoungerthan22yearsofage.Forchildrenofschoolage,DSPsmustworkwithlocalschoolstosupporteachchild’seducationalprogram.

A right to prompt medical care and treatment.

Stayingashealthyaspossibleisimportantforeveryone.Peopleshouldhaveaccesstocaretoachievethebestpossiblehealth.TheDSP’sroleistohelpindividualsgetmedical,mentalhealth,anddentalcareandtreatment.Thismeansknowingabouteachperson’shealthcareneeds,preparingforadoctor’svisit,gettingtothedoctor,assistingwiththeuseofmedicalinsurance,andgettingemergencymedicalhelpwhennecessary.

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T-10

Individual Rights (cont.)

• ReviewtheinformationundereachboldheadingintheStudentGuide.



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A right to religious freedom and practice.

Manyindividualsbelongtoreligiouscommunitiesandgotoservicesatachurch,temple,mosque,orothermeetingplace,tobewithpeoplewhobelievethesamethingsandworshipthesameway.TheDSP’sroleistosupporttheindividualbyhelpingthemwithtransportationorwhateverelsemaybenecessarytoenabletheindividualtopracticehisorherbeliefs.Individualswhoaredevelopmentallydisabledhavetherighttobelievewhattheywantaboutreligionorfaith.TheDSPcannot:• Telltheindividualwhattobelieve.• Punishtheindividualforwhatheor

shebelieves.• Stoptheindividualfrombecominga

memberoforpracticingareligionofhisorherchoice.

A right to social interaction and participation in community activities.

Everyonelikestohavefriendsandtodofunthingswiththeirfriends.TheDSP’sroleistosupportindividualsto:• Choosethepeopletheyspendtime

with.• Spendtimewithpeopletheylikeand

wholikethem.• Choosewheretheywanttogointheir

freetime.• Gotoplaceswheretheycanwork,

takecareofpersonalbusiness,buythings,helpotherpeople,learnthings,andmeetandbewithotherpeople.

A right to physical exercise and recreation.

Exercisehelpsindividualskeeptheirbodiesstrongandhealthy.Walking,biking,running,swimming,andgoingtothegymaretypesofphysicalexercise.Recreationalactivitieshelpindividualsrelaxandhavefun.Theymayincludesuchactivitiesasplayingmusic,biking,

swimming,anddancing.TheDSP’sroleistoassisttheindividualtoparticipateinactivitiesoftheirchoiceandtodothingstheywanttodoforfunorrelaxation.

A right to be free from harm. Individuals cannot be secluded or

restrained in any way.Individualsshouldhaveachancetolearnhowtokeepthemselvessafe,orhaveservicesandsupportsthatprovidesafety.

Nooneisallowedto:• Refusetohelpindividualswhoneed

helptoeat,gotothebathroom,orstaycleanandwell-groomed.Thisiscalledneglect.

• Hit,push,orhurtanindividualinanyway.Thisiscalledabuse.

• Scareanindividual.• Stopanindividualfromtalking.• Stopanindividualfromgoing

somewhereimportanttohimorher.• Giveanindividualmedicinewhenhe

orshedoesnotneedorwantit.• Inanywayabuseanindividualor

neglecthisorhercare.IftheDSPseesthatanindividualis

abusedorneglected,theDSPismandat-edtoreportit.[Mandatedreportingwillbecoveredindetailinthenextsession.]

A right to be free from hazardous procedures.

Doctorsandotherprofessionalssometimesdothingstofigureoutwhyanindividualishavingproblemssotheycanhelpthem.These“things”arecalled“procedures.”Someproceduresmayhurt,buttheyarenecessary.Proceduresthathurtanindividualunnecessarilyorharmotherpartsofhisorherbodyormindarecalled“hazardous”procedures.Anexampleofahazardousprocedureisusingelectricshocktochangetheindividual’sbehavior.

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T-11


• ReviewtheinformationundereachboldheadingintheStudentGuide,includingwhattheLantermanActstatesconcerningthepersonalrightsofindividualswholiveinlicensedresidentialfacilities.



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A right to get services and supports in the“leastrestrictiveenvironment.”

“Leastrestrictiveenvironment”meansplacesclosetotheindividual’shomecommunity,includingplaceswherepeoplewithoutdisabilitiesgetservicesandsupports,ifthatisappropriate.Thisalsomeansservicesshouldbeneartheindividual’shomeandwithpeoplefromhisorhercommunity.

A right to make choices about:• Whereandwithwhomtheylive.• Relationshipswithothers.• Howtheyspendtheirtime.• Goalsforthefuture.• Servicesandsupportstheywantand

need.TheDSP’sroleistosupportthese

choices,toensureopportunitiesforindividualstomakechoicesintheirdailylives,andtorespectandhonortheindividuals’choices.

A right to have friends and intimate relationships, marry, be part of a family, and to be a parent if they choose.

TheDSP’ssupportmaybeneededtohelppeoplestartandkeeprelationshipswithfriendsandothercommunitymembers.TheDSPisalsoresponsibletosupportindividualsinobtainingaccurateinformationabouthumansexualitytoassistindividualsintheirlifechoices.Supportmaybeneededtodevelopintimaterelationships(liketransportation,familycounseling,ortraininginhumandevelopmentandsexuality).Individualshavearighttosexualexpressionandtoinformationabout—andtochooseorrefuse—birthcontroloptions.

A right to be involved in their community in the same way as their neighbors, friends, and fellow community members.

DSPsmustfindwaystohonorculturalpreferencesforfoods,celebrationsofholidays,involvementinorganizations,andotheractivitiestheindividualmaychoose.DSPsmustalsosupportindividualsinparticipatingasmembersoftheircommunitiesandhelptocreatesupportiveandwelcomingcommunities.

The Lanterman Act also states that individuals who live in licensed residential facilities have these personal rights:• Toweartheirownclothes.• Tokeepandusetheirownpersonal

possessions,includingtoiletriesorotherpersonalcareitems.

• Tokeepandbeallowedtospendareasonablesumoftheirownmoney.

• Tohaveaccesstoindividualstoragespaceforprivateuse.

• Toseevisitorseachday.• Tohavereasonableaccessto

telephones,andtomakeandreceiveconfidentialcalls.

• Tohavereadyaccesstoletterwritingmaterials,includingstamps,andtomailandreceiveunopenedcorrespondence.

• Torefuseelectroconvulsivetherapy.• Torefusebehaviormodification.

techniquesthatcausepainortrauma.• Torefusepsychosurgery.• Tomakechoicesinareasincluding,

butnotlimitedto,dailylivingroutines,companions,leisureandsocialactivities,andprogramplanningandimplementation.

• Tohaveinformationneededtomakeaninformedchoice.

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Legally Authorized Representatives

Show Slide #19: Legally Authorized Representatives• ReviewinformationintheStudentGuide.• Summarize“Competence”paragraph.

Show Slide # 20: Conservatorships • ReviewinformationintheStudentGuide.



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Legally Authorized Representatives

Parents, Guardians, and Conservators AsaDSP,youneedtohavea

basicunderstandingoftherightsandresponsibilitiesofparentsandotherlegally authorized representatives.Aparentorguardianofaminor(childundertheageof18)or,undercertaincircumstances,theconservatorofanadult(18yearsorolder)maymakedecisionsfortheindividual.Someofthosedecisionsmayaffecttheindividual’srights.Competence

Competence(orincompetence)referstoanindividual’sabilitytomakedecisions.Children(inCalifornia,achildisanyoneunderage18)arepresumedtobeincompetent,thatis,notabletomanagealonetocometoreasoneddecisionsaboutcertainimportantmatters.Uponreachingadulthood(inCalifornia,anyone18orolder),evenifthepersonhasasignificantintellectualimpairment,heorsheispresumedtobecompetentandabletomakedecisionsonhisorherown.Parents

Parentsareconsiderednaturalguardiansoftheirbiologicaloradoptedchildren(under18yearsofage)andhavecertainrightsandresponsibilitiesinmakingdecisionsonbehalfoftheirchildren.

Someparentsincorrectlypresumethatasparents,theirlegalresponsibilitiescontinuefortheiradultchildwithanintellectual/developmentaldisability.Thisisnottrueunlesstherehasbeencourtactiontodeclareanadult“incompetent.”Guardianship

Somechildren(under18)needacourt-appointedguardianifparentshavedied,abandonedachild,orhadtheirparentalrightsremovedbyacourtoflaw.Theissuessurroundingguardianshiparefew,preciselybecausethelawpresumesincompetence.Since1981,guardianshipshaveonlybeenavailableforminors.

ConservatorshipAconservatorshipisalegal

arrangementinwhichacompetentadultoverseesthepersonalcareorfinancialmattersofanotheradultconsideredincapableofmanagingalone.Therearetwokindsofconservatorship:

General ConservatorshipThisistheconventionalkindofconservatorshipforincapacitatedadultsunabletomeettheirownneedsormanagetheirownaffairs.Limited ConservatorshipThepurposeoflimitedconservatorshipistoprotectadultswithintellectual/developmentaldisabilitiesfromharmorexploitationwhileallowingforthedevelopmentofmaximumself-reliance.Ifgrantedbythecourt,thelimitedconservatorcanhavedecisionmakingauthority(orbedeniedauthority)inasmanyassevenareas:• Tochooseandsecuretheperson’s

placeofresidence.• Toaccessconfidentialrecordsand

papers.• Toconsentorwithholdconsentto

marriage.• Therighttocontract.• Thepowertogiveorwithhold

medicalconsent.• Decisionsregardingsocialand

sexualcontactsandrelations.• Decisionsconcerningeducationor

training.Shortofaspecialcourtorder,thelimitedconservatormaynot,however,providesubstituteconsentintheareasof:• Experimentaldrugtreatment• Electroshocktherapy• Placementinalockedfacility• Sterilization

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T-13

Legally Authorized Representatives (cont.)

Denial of Rights

Show Slide #21: Denial of Rights• ReviewinformationintheStudentGuide.



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Thelimitedconservatorshouldhave:• Personalknowledgeofthe

conservedindividual.• Knowledgeofwhatconstitutesthe

“bestinterest”oftheconservedindividual.

• Acommitmenttoprovidingthatwhichisintheperson’s“bestinterest.”

• Financialmanagementskills(asappropriate).

Denial of Rights

Mostindividualrightsmaynotbedeniedforanyreason.Somepersonalrightsofindividualslivinginlicensedhomesmaybedeniedforalimitedperiodoftimeunderaverynarrowsetofcircumstances.ThisiscalledtheDenialofRightsfor“GoodCause.”The individual’s rights may be denied only when certain conditions are documented, and the denial is approved by the regional center.

Onlythefollowingrightsmaybedeniedforgoodcause:• Tokeepandbeallowedtospendone’s

ownmoneyforpersonalandincidentalneeds.

• Tokeepandwearone’sownclothing,• Tokeepanduseone’sownpersonal

possessions.• Tohaveaccesstoindividualstorage

spaceforone’sprivateuse.• Toseevisitorseachday.• Tohavereasonableaccessto

telephones,bothtomakeandreceiveconfidentialcalls.

• Tomailandreceiveunopenedcorrespondenceandtohavereadyaccesstoletterwritingmaterials,includingU.S.postagestamps.

• Aknowledgeofprogramsandservicesandtheiravailabilityandeffect.

• Knowledgeofappropriatemethodsofprotection.

• Proximitytotheconservedindividual.

• Availabilityintermsoftimeandenergy.

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Legally Authorized Representatives (cont.)

Nootherrightmaybedeniedunlessauthorizedbythecourtsystem.

“Goodcause”fordenyinganindividual’srightsispresentonlywhenthefacilitymanagerfindsthat:(a)Exercisingaspecificrightmightinjure

theindividual;or(b)Exercisingaspecificrightwould

seriouslyinfringeontherightsofothers;or

(c)Thefacilitywouldbeseriouslyphysicallydamageifthespecificrightwerenotdenied;and,

(d)Thereisnolessrestrictivewaytoprotecttheindividual,therightsofothers,orthefacility.Arightmaynotbedeniedasa

punishmentorconsideredaprivilegetobeearned.Ifanyrightsaredeniedforgoodcause,theindividualhastherighttoappealthedenialortorefusetosubmittothedenialandleavethefacility.(WIC§4503&4504)


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PreventionandProblemSolvingRights“Issues”

ShowSlide#22:PreventionandProblemSolvingRights“Issues”• ReviewinformationintheStudentGuide.

Show Slide #23: DSP TV video, Scene 4: Supporting Rights• ReadanddiscussquestionsatendofScene4.Answers:

— WhyshouldA.J.understandhisrights?If AJ knows his rights, it is likely that he will feel a greater sense of control over his life and that his rights will not be violated.

— WhatdidMikedotohelp?He made AJ aware of his rights, explained them in a way that AJ could understand, and allowed AJ to choose when to learn about his rights.

— Whatcanyoudoinyourhome(tomakeindividualsawareoftheirrights)?Post a copy of individual’s rights in the home, remind individuals about their rights during daily routines, encourage and assist individuals to advocate for themselves, and consider developing house rules that reflect the concerns and preferences of individuals living in the home.

Show Slide #24: DSP TV video, Scene 5: Personal Possessions• Clickontheicontoshowthevideo.• ReadanddiscussquestionsatendofScene5.Answers:

— Whatistherightsissue? Individuals have a right to have personal possessions and to make choices about whether and when to lend them to other people.

— DidMikerespondappropriately?Yes. He observed there was a problem, asked for both sides of the story, and advocated for AJ’s rights.

— HowwouldyousupportDaniel?Approach Daniel privately and make sure that he understands his rights and the rights of others living in the home.

ShowSlide#25:DSPTVvideo,Scene6:Confidentiality• ReadanddiscussquestionsatendofScene6.Answers:

— Whatistherightsissue? Individuals have a right to privacy. DSP’s should never share personal information about individuals with their friends.

— Whyisthisrightimportant?Rochelle is working in Bill’s home. Of all places, home should be a place that feels safe and comfortable. It may not feel that way if Bill feels he cannot trust the people close to him to maintain confidentiality about his personal life.

— HowwouldyouadvocateforBill?Initiate a private conversation with Rochelle and remind her of Bill’s rights. Talk to the administrator or service coordinator if necessary.

(cont.)



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PreventionandProblem-SolvingRights“Issues”

TheDSPmustalwaysbeonthealertforpossible“issues,”orviolationsofindividualrights.Issuesmayoccurbetween:• Individualswhereoneperson’srights

infringeonanother’s• Individualsandstaff• Individualsandconservators• Individualsandfamilymembers

Allissuesarenotnecessarilyrightsissues,buttheymaybethoughtofasviolationsbytheindividual.TheDSPmust:

• Carefullyevaluateeachsituation,talktotheindividualsinvolved,thinkaboutwhatyouhaveobserved.

• Talktootherstafftofindoutwhattheyhaveseenandheard.

• Talktoyouradministrator.Youmayalsowanttotalktotheservicecoordinatorfortheindividual.

ThereareactionsthattheDSPcanandmusttaketopreventrightsviolations:• Whenanindividualmovestoa

home,heorshemustbegivenunderstandableinformationabouthisorherrights.

• AcopyoftheLantermanActrightsmustbepostedinanareawhereeveryonecanseeit.

• IndividualsmustalsobeinformedofbothinternalandexternalgrievanceandcomplaintproceduresandbeprovidedwithnamesandphonenumbersofadvocacyagenciesandtheConsumerRightsAdvocate.

CCLrequiresagreed-uponhouserulesthatreflecttheconcernsandpreferencesoftheindividuallivinginthehome.Thepurposeofhouserulesistocreateanenvironmentwherepeoplecanlivetogetherinharmonyandnotinfringeoneachother’srights.Everyone—staffandindividualslivinginthehome—shouldknowwhatthehouserulesareandhaveawrittencopy.

Itisagoodideatohaveregularmeetingsthatincludebothstaffandindividualslivinginthehome,duringwhichindividualsdiscussandresolveissues,makedecisionsregardinghouseholdissues(forexample,recreationalactivities,groupoutings,menus,andchangesinhouserules),anddiscussrights.

DSPsmustbeknowledgeableofindividualrights,houserules,andbothinternalandexternalconsumergrievanceandcomplaintproceduresandbepreparedtosupportindividualsinfollowingtheseprocedures.Regionalcentershavevideos,posters,andothermaterialsthatmaybehelpful.Ultimately,youwillhavetodecideifyoubelievearightsviolationhasoccurredbecausetheyare“reportableincidents,”whichwillbediscussedinthenextsession.

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PreventionandProblemSolvingRights“Issues”(cont.)

Show Slide #26: DSP TV video, Scene 7: Mail and Phone Conversations • Clickontheicontoshowthevideo.• ReadanddiscussquestionsatendofScene7.Answers:

— Whatistherightsissue?Individuals have the right to communicate with whomever they please, whenever they please. To prevent them from doing so is a violation of that individual’s right to be free from harm and a form of abuse called isolation.

— Whyisthisrightimportant?Having relationships greatly improves people’s quality of life.

— HowwouldyouadvocateforDaniel? Initiate a private conversation with Kami and remind her of Daniel’s rights and/or her own liability if she should violate this right. Talk to the administrator or service coordinator if necessary.

Show Slide #27: DSP TV video, Scene 8: Making Choices• Clickontheicontoshowthevideo.• ReadanddiscussquestionsatendofScene7.Answers:

— Whatistherightsissue?Individuals have the right to personal time, space and possessions, and to recreation. This means that Daniel has a right to listen to whatever music he enjoys and to have his own radio.

— Whyaretheserightsimportant?Choosing how to enjoy one’s free time and having possessions to call your own greatly improves people’s quality of life.

— HowwouldyouadvocateforDaniel? Initiate a private conversation with Kami and remind her of Daniel’s rights. Talk to the administrator or service coordinator if necessary.

Locating and Using Advocacy

Show Slide #28: Locating and Using Advocacy• ReviewinformationintheStudentGuide.• ReferstudentstoAppendix2-Bformoreinformationoneachagency.• ReviewwhatadvocacyisandisnotinthegrayboxintheStudentGuide.

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Advocacy is:

• Helpingindividualshelpthemselves• Buildingself-confidence• Supportingindependence• Tellingindividualstheirrights• Tellingindividualstheiroptions• Providingassistanceandtraining• Helpinglocateservices• Askingindividualswhattheywant• Treatingadultslikeadults

Advocacy is not:

• Takingoveranindividual’slife• Makinganindividualdependent• Doingeverythingforanindividual• Withholdinginformationaboutan

individual’srights• Makingdecisionsforindividuals• Controllingindividuals• Makingadultsfeellikechildren• Limitingoptions• Knowingwhatisbestbecauseyou

areaprofessional• Ignoringchoices

Locating and Using Advocacy

AkeyroleoftheDSPistoassistindividualsandtheirfamiliestolocateanduseadvocacyservicestoensurethattheirserviceneedsarebeingmet,thatservicesareofgoodqualityandthatrightsarebeingrespected.TheLantermanActprovidesforadvocacyservicesforpersonswithintellectual/developmentaldisabilitiesthroughthefollowingagencies:• StateCouncilonDevelopmental

Disabilities(alsoknownasDevelopmentalDisabilitiesAreaBoards):InCaliforniathisagencyprovidesindividualadvocacy.ADSPmaycontactthemtoobtaininformationonbehalfofanindividualorinformationtoassisttheindividualtoadvocateforhimorherself.

• DisabilityRightsCalifornia(DRC):DRCisresponsibleforprotectingtherightsofindividuals.Servicesincludelegalcounselingandrepresentationforindividuals.DRChasConsumerRightsAdvocatesspeciallyassignedtoprovideindividualadvocacyservices.InCalifornia,anotherresource

forself-advocacyisPeopleFirstofCalifornia,Inc.PeopleFirsthaschaptersthroughoutCaliforniaandhasavarietyofpublicationsrelatingtoself-advocacy.PeopleFirstchaptershelpindividualslearnabouttheirrightsandhowtospeakupforthemselves.

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Show Slide #29: Activity: Scenarios• Groupings:individualorsmallgroup.• Directions:Readeachscenario.Instructstudentstoidentify

possiblerightsissuesandwhattheDSPcoulddotoadvocatefortheindividualand/orsupporttheindividualtoadvocateforhimorherselfineachscenario.Studentsmaynoteanswersinthespacesprovided.

• Givestudentsapproximately10minutestocompleteeachscenario.• Walkaroundtheroomandassiststudentsthatneedhelp.• Facilitateadiscussionaftereachscenario.

Scenario #1: CharlesAnswers:• Possiblerightsissues:

— He borrows tape recorders and clothing from other individuals living in the home. He violates their rights to have and use personal possessions.

— He hates getting up in the morning. The DSP makes him get up on weekends as punishment. This is a violation of Charles’ right to choose when to get up in the morning.

— The DSP takes Charles’ radio away as punishment for bad behavior. This is a violation of his right to have and use personal possessions.

— Charles is only allowed to leave the facility once a month. This is a violation of his right to social interaction and participation in community activities.

— Charles is “made” to participate in activities with other residents. This violates his right to choose how he spends his time.

— The DSP often makes Charles leave the kitchen when meals are being prepared. This is also a violation of his right to choose how he spends his time.

• TheDSPcould:— Talk to Charles to ensure that he understands his rights and the

rights of other individuals living in the home.— Talk to Charles’ Service Coordinator to determine if any of the

possible rights violations must be reported.— Talk to Charles’ Service Coordinator to determine if the person-

centered planning team should meet to discuss his challenging behavior and develop alternate strategies to help him meet his needs.

— Offer choices to Charles about how he would like to spend his free time. Include some options which are in the community and some that include meeting other people than the individuals he lives with.



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A C T I V I T Y

SCENARIO #1: CHARLES

Charlesis42yearsoldandhascerebralpalsyandepilepsy.Itcanbedifficultforsomepeopletounderstandhimwhenhetalks.Hehasn’tseenhisfamilyinalongtime,anditisunknownifheevenhasfamilystillliving.Hesometimeswandersawayfromthehomeandtendsto“borrow”taperecordersandclothingfromotherindividualslivinginthehome.Charlesdoesn’teatmuch,playswithfoodonhisplate,andoccasionallythrowsfood.Hedoesn’tlikegettingupinthemorningandhastoberepeatedlyaskedtogetoutofbed.TheDSPinthehomemakesCharlesgetupearlyonweekendsbecausehewon’tgetuponweekdays.Helovestositoutsideonweekendsandlistentohisradio.Itisrepeatedlytakenawayforbadbehaviorandnotgettingupinthemornings.

Whenotherresidentshavefamilyorvisitors,Charlesgetsveryexcitedandwantstogowiththemiftheyleavethehome.Heoftensneaksoutofthehomerightaftervisitorsleaveandgetsveryangrywhenheisbroughtback.Heisonlyallowedtoleavethefacilityonceamonthwhenthegroupgoesonanouting.Hedoesn’tinitiateactivitiesoftenandonlyparticipateswithotherresidentswhenmadetodoso.Hetendstohangoutinthekitchenwhenmealsarebeingprepared.TheDSPthinksCharlesgetsinthewayinthekitchenandoftenmakeshimleavetheroomuntilthemealisready.

Directions: After reading the scenario, list the possible rights issues. You can refer back to the sections on individual rights. Then write down what the DSP can do to advocate for the individual or support the individual in advocating for him or herself.

Possible rights issues:

What could the DSP do to advocate for the individual and/or support the individual in advocating for him or herself?

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Scenario #2: MichaelAnswers:• Possiblerightsissues:

— Michael is locked in his room and left there as a punishment. This is a violation of his rights to treatment and habilitation services and supports. It is also a violation of his rights to dignity, privacy and humane care.

— DSPs forget grooming tasks when Michael is particularly uncooperative. This is a violation of his right to humane care.

— Michael does not want to go to his family’s house, but is apparently made to do so. This is a violation of his right to choose how he spends his time.

— Someone needs to determine if Michael gives away his personal possessions or if they are being taken. He has a right to keep and use his personal possessions.

— Michael loses telephone privileges until he promises not to talk so long. The right to use the telephone may not be taken away for long periods of time unless the denial of rights for good cause has been done, and then only for 30 days. During that time, a plan must be developed to help him realize how long he is on the telephone.

• TheDSPcould:— Talk to Michael’s Service Coordinator to determine if any of the

possible rights violations must be reported.— Talk to Michael’s Service Coordinator to determine if the person-

centered planning team should meet to discuss his challenging behavior and develop alternate strategies to help him meet his needs.

— Offer Michael choices about what he would like to do outside the home and with his friends. Discuss the importance of “looking good” for his friends and help him understand how his appearance and grooming affect his relationship with others.



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A C T I V I T Y

SCENARIO #2: MICHAEL

Michaelis18yearsold.Heusesawheelchairandrequiresassistanceforhisdailycare.Heoftenyellsveryloudlyandislockedinhisroomandleftthereaspunishment.Heuseshismanualwheelchairindependently,butheneedsassistancetotransferhimselffromhiswheelchair.HeisusuallyuncooperativewithDSPsindailygroomingandbathing.DSPssometimescombhishair,butdonotdotheothergroomingtaskswhenheisespeciallyuncooperative.

Michael’sfamilyvisitshiminhishomeregularlyandtakeshimtotheirhomeonamonthlybasis.Hesayshedoesn’twanttogo,andheisunhappyandgrumpyforseveraldaysafterward.Michaelgetsalongwellwithoneoftheotheryoungmenlivinginthehomeandoftenspendshoursinhiscompany.Helikestosharehispersonalpossessionsandoftengivesthemaway.Helikestotalkonthetelephoneandspendshourstalkingtofriends.Histelephoneprivilegesareoftentakenawayforlongperiodsoftimeuntilhepromisesnottotalksolong.



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Scenario #3: MaryAnswers:• Possiblerightsissues:

— Mary violates the rights of others to humane treatment when she threatens them, and screams and cries for several hours at night.

— Mary is kept in her room as punishment for her behavior. This is a violation of her rights to social interaction and participation in community activities.

— Mary’s rights to treatment, and habilitation services and supports, dignity, religious freedom and practice, social interaction and participation in community activities are all violated when she is not allowed to do any special things because of her behaviors.

• TheDSPcould:— Talk to Mary to ensure that she understands her rights and the

rights of other individuals living in the home.— Talk to Mary’s Service Coordinator to determine if any of the

possible rights violations must be reported.— Talk to Mary’s Service Coordinator to determine if the person-

centered planning team should meet to discuss her behavior and develop alternate strategies to help her meet her needs.

— Offer Mary choices about what she would like to do outside the home and with her friends.



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A C T I V I T Y

SCENARIO #3: MARY

Maryis34yearsold.Shehasdepressionandsometimesyells,screams,curses,orhurtsherself.Shealsothreatenspeersathomeandinthecommunity.Maryisoftenkeptinherroomaspunishmentforherbehavior.Sheisnotallowedtogoonoutingswiththegroupifshehasbeenthreateningpeers.Itiseasiertoleaveherathome.Marycriesandscreamsforseveralhoursatnight,whichkeepsstaffandotherindividualsawake.TheDSPsignoreherandlethercryandscreamuntilshewearsherselfoutandfinallygoestosleep.

Marysayssheisnotababyandfeelsbadwhensheistreatedlikeone.Shesaysshewantstofeellovedandnotbesolonely.Shewantstohelpchildrenwithdisabilities.Shewantstogotochurch,singinthechurchchoir,learnhowtotakecareofherself,cook,anddoherownlaundry.TheDSPwillnotletMarydoanyspecialthingsbecauseofherbehavior.TheDSPtellsherthatwhenshechangesherbehavior,hewillhelpherlearntodosomeofthethingsshewantstodo.



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Scenario #4: CharleneAnswers:• Possiblerightsissues:

— Charlene’s rights to privacy and to have individual storage space for private use are violated when the DSP removes her collection from her dresser drawers and throws it into the trash.

— Charlene’s right to keep and spend a reasonable amount of her own money is violated when the DSP keeps her money and makes her wait until he or she can go to the store with Charlene.

— Charlene’s rights to have visitors, make choices about her companions, leisure and social activities, and have relationships are violated when the administrator tells her that she is not allowed to have male visitors at home and she cannot go on dates.

• TheDSPcould:— Talk to Charlene’s Service Coordinator to determine if any of the

possible rights violations must be reported.— Talk to Mary’s Service Coordinator to determine if the person-

centered planning team should meet to discuss her desire to have her boyfriend over and to date. Team could develop strategies and circumstances that would allow that to happen.

— Offer Mary choices about what she would like to do with her collections. Find ways to help her organize her treasures and discuss the possibility of getting rid of some of the less important things.

Show Slide #30: Practice and Share• DirectstudentstothePracticeandSharedirections.• Readthedirectionsandmakesurestudentsunderstandthe

assignment.



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P R A C T I C E A N D S H A R E

LookforacopyoftheLantermanActRightsinthehomewhereyouwork.Whereisitposted?Askanindividualyousupportifheorsheknowsabouthisorherrights.Whatrightsdoestheindividualknowabout?Doyouthinkthattheindividualneedsmoreinformation?Ifso,doyouhavesomeideasabouthowtohelptheindividuallearnmoreabouttheirrights?Bereadytoshareatthebeginningofthenextsession.

A C T I V I T Y

SCENARIO #4: CHARLENE

Charleneis35yearsold.Sheisveryverbal,healthy,andactiveathome,atwork,andinthecommunity.Shelovestoshopforclothingandgotomovies,dancingandparties,andtohelpwithchoresathome.Shealsolikestocollectbrochures,newspapers,magazines,andsmallpiecesofpaper,whichsheputsinherdresserdrawers.DSPsgointoherroomperiodicallyandremovehercollection,throwingitinthetrashbecausethereisn’tenoughroominherdrawersforherclothesanymore.

Charleneknowsallthemerchantsinherneighborhood.Shetendstopurchaselotsof“junk”itemssotheDSPkeepshermoneyandmakesCharlenewaituntilshecangowithhertothestore.Charlenehasamalefriend,Sam,andwantstohavehimvisitheronceinawhile.TheadministratorofthehomehastoldCharlenethatsheisnotallowedtohavemalevisitors.ShehasalsobeentoldthatshecannotgooutonadatewithSamoranyothermalefriend.



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Quiz: The California Developmental Disabilities Service System

Show Slide #31: Quiz Time• Givethestudents20minutestotakethequiz.

Show Slide #32: Quiz Answers• Discussquestionsandanswersasaclass.Remindstudentsto

markthecorrectanswerssotheycanusethecorrectedquizzesasastudyguideforthetestaftertraining.

Answers 1. B2. C3. B4. A5. A6. C7. B8. B9. C10.B

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End of Session 2



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Session 2 Quiz

The California Developmental Disabilities Service System

1. The organizations known as Disability Rights California, the State Council on Developmental Disabilities, and the Department of Developmental Services:A)Makeuptheleadershipandstaffof

eachregionalcenterB)Workwiththeregionalcentersto

ensurequalityservicestosupportindividualswithintellectual/developmentaldisabilitiesundertheLantermanAct

C)Sendrepresentativestoparticipateoneachindividual’sperson-centeredplanningteamduringthedevelopmentoftheIPP

D)Fundgenericservicesforindividualswithdevelopmentaldisabilities

2. The Department of Developmental Services (DDS) writes and revises Title 17 regulations, which are rules guiding the work of:A)HospitalsandclinicsB)LocaleducationagenciesC)RegionalcentersandvendorsD)Homesandworkplaces

3. Regional centers provide a variety of services to individuals, including:A)RoutinemedicaltreatmentB)Coordinationofservicesidentifiedin

anIndividualProgramPlan(IPP)C)BasichouseholdutilitiesD)Localtransportationservicesthrough

aSpecialVehicleNetwork(SVN)

4. An IPP is a written agreement between the individual and the Regional Center that:A)Listtheindividual’sgoalsandthe

servicesandsupportsneededtoreachthosegoals

B)Isdevelopedthroughaprocessofpersontovendorplanning

C)Isdevelopedbytheplanningteamandthevendor

D)IsdevelopedwithouttheindividualattheIPPmeeting

5. Developmental Disabilities Area Boards are located throughout California to carry out the mission of the:A)StateCouncilonDevelopmental

DisabilitiesB)DepartmentofDevelopmental

ServicesC)LocalregionalcentersD)DepartmentofSocialServices

6. The Department of Social Services writes and revises Title 22 regulations which are rules for:A)RecreationprogramsB) RegionalcentersC)CommunitycarelicensedhomesD)Educationprograms

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7. When you see in the Student Resource Guide, it tells you to use this

DSP tool:A)CommunicationB)EthicsC)ObservationD)DecisionMaking

8. A vendor is an individual or agency who:A)HasaspecialproducttosellB)Hasacontractwitharegionalcenter

toprovidespecificservicesandsupports

C)HasacopyoftheLantermanActandtheTitle17regulations

D)Hasmadeacommitmenttovolunteertheirtimetosupportanindividualinsomeway

9. The Lanterman Act says that individuals with developmental disabilities have:A)Norightsbecausetheyneedtoomuch

supportB)Certainrights,iftheybehave

appropriatelyC)ThesamerightsaseveryoneelseD)Specialrightsthatnooneelsehas

10. California People First helps individuals learn about:A)Servicesandsupportsthatare

vendoredbytheregionalcenterB)Self-advocacy,theirrights,andhowto

speakupforthemselvesC)LegalcounselingandrepresentationD)Person-centeredplanningandservice

coordination

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Session 2 Quiz (cont.)


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Appendices

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Appendix 2-A

Laws and Regulations

• Rehabilitation Act of 1973:ThisActisknownasthefirstfederalcivilrightslawprotectingtherightsofindividualswithdisabilities.Itprohibitsdiscriminationbasedondisabilityinthefollowingareas:(1)education;(2)vocationaleducation;(3)collegeprograms;(4)employment;(5)health,socialserviceprograms,welfare;and(6)federallyfundedprograms.

• The Americans with Disabilities Act (ADA):CongresspassedthislawinJulyof1990.Itislandmarkcivilrightsbillthatprotectsagainstdiscriminationofpeoplewithdisabilities.Itrequiresmodifications,accessibility,andreasonableaccommodations;coversstateandlocalgovernments;andaddressesfourmainareasofpotentialdiscrimination:(1)employment;(2)publicfacilities;(3)transportation;(4)communication.

• Individuals with Disabilities Education Act (IDEA):Guaranteessiximportantrights;(1)freeandappropriatepubliceducation(FAPE)forallchildrenwithdisabilities;(2)educationintheleastrestrictiveenvironment;(3)anindividualeducationprogram(IEP);(4)provisionofnecessaryrelatedservicesinordertobenefitfromspecialeducation;(5)fairassessmentprocedures;and(6)dueprocessandcomplaintprocedures.

• IDEA, Part C:Earlyinterventionandeducationservicesavailabletoinfantsandtoddlerslessthan3yearsofagewhohaveorareatriskforadevelopmentaldelayordisability.

• Title 17: CopiesofTitle17maybeobtainedatalocalregionalcenter;bycontactingBarclaysLawPublishers,POBox2006,SanFrancisco,CA94126(800)888-3600;orattheDept.ofDevelopmentalServiceswebsite,http://www.dds.ca.gov/Title17/Home.cfm

• Title 22: CopiesofTitle22maybeobtainedatalocallicensingofficeorbycontactingBarclaysLawPublishers,POBox2006,SanFrancisco,CA94126(800)888-3600orattheDept.ofSocialServiceswebsite,http://ccld.ca.gov/PG555.htm

• The Lanterman Act:AcopyoftheLantermanActmaybeobtainedattheDept.ofDevelopmentalServiceswebsite,http://www.dds.ca.gov/Statutes/LantermanAct.cfm

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Appendix 2-B

Agencies Supporting Individuals with Developmental Disabilities

Anumberofagenciesandorganizationssupportindividualswithdevelopmentaldisabilities,suchas:• Health and Human Services Agency: TheumbrellaagencyfortheDepartmentsof

SocialServices,HealthCareServices,DevelopmentalServices,MentalHealth,andRehabilitation.

• Department of Social Services (DSS):Licenseshomesforchildrenandadultswithintellectual/developmentaldisabilitiesthroughitsCommunityCareLicensingDivision.

• Department of Health Care Services (DHCS):AdministerstheMedi-Calprogramthatpaysforhealthcare.Alsolicensesandmonitorshomesforpeoplewithdevelopmentaldisabilitiesandsignificanthealthneeds.

• Department of Developmental Services (DDS):Contractswith21regionalcenterstoprovideservicestochildrenandadultswithdevelopmentaldisabilities.DDSisalsoresponsibleformanagingthestatedevelopmentalcenters.

• Department of Mental Health (DMH):Overseescountymentalhealthservices.• Department of Rehabilitation (DR):ProvidesfundingforWorkActivityPrograms

(WAPs),whichincludeworksupportservicesinshelteredandcommunity-basedemploymentsettings.

• Department of Education (DOE):Manageseducationprogramsinthepublicschoolsystem,includingspecialeducationservices.

• Special Education Local Plan Area (SELPA):LocaleducationalserviceareasthroughouttheStateofCaliforniathatmanageregionaleducationalprogramsforstudentswithdisabilitiesagesbirththrough21yearsofage.

• Local School Districts:Provideeducationalservicestochildrenwithdisabilitiesagesbirththrough21yearsofage.

• State Council on Developmental Disabilities (SCDD):Developsastateplan,whichlooksatthefutureofservicesforindividualswithdevelopmentaldisabilities;reviewsandcommentsonbudgetsandstateagencyregulationsthatprovideservicestopeoplewithdevelopmentaldisabilities;andfundsareaboards.

• Disability Rights California (DRC):ProtectsthecivilandservicerightsofCalifornianswithdevelopmentaldisabilitiesthroughlegaladvocacy.

• Developmental Disabilities Area Boards (also known as SCDD):ProtecttherightsofCalifornianswithdevelopmentaldisabilitiesthroughpublicinformationandeducationandbymonitoringpoliciesandpracticesofagenciesthatarepubliclyfunded.

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Documents

Trainer Resource Guide RESOURCE GUIDE 2. ... Show Slide #2: Practice and Share, Session 1 • In the last session, you learned about the values that guide your work as a DSP