Special Needs Frequently Asked Questions

Have more questions? Need answers? Dial 2-1-1 or 954-537-0211 and ask to speak to a Special Needs Counselor. We are here to help you!

Question:
Can you tell me more about the 2-1-1 Special Needs Hotline?

Answer: 
The Children’s Service Council of Broward has contracted with 2-1-1 First Call For Help to provide a specialized hotline service for children ages 0-22 with physical disabilities such as vision and hearing impairments or developmental disabilities such as Autism, Asperger Syndrome, Cerebral Palsy, Down Syndrome, and Mental Retardation (Cognitive Impairments).

The Hotline is available Monday through Friday from 8:30am-4:30pm. Callers needing assistance at other times will receive a call back by a Special Needs Counselor on the following business day.

One aspect of the service is the request for input from parents of children with Special Needs. Parents and caregivers are invited to complete the parent’s survey or email the Special Needs Manager to voice their concerns and provide information. Parents are also invited to share their insider knowledge of resources and providers who have shown excellence in their services for children with Special Needs.

Question:
What is currently being organized in Broward County for the future of children with Special Needs?

Answer:
In 2004 the Children’s Services Council of Broward contracted with the Broward Regional Health Planning Council to analyze the system of care and the gaps in services for children with Special Needs in Broward County. One recommendation from this analysis was the need to create a single source of information and referral to enable family members and providers in Broward to be linked to health education and social service agencies. Effective September 1st, 2006, this comprehensive service is now available by dialing 2-1-1.

For more information regarding the Broward County Children with Special Needs Business Plan Report, please refer to the link below:
http://www.brhpc.org/specialneeds/final%20business%20plan.pdf

Question:
How do I locate information about my child’s rights in the education system?

Answer:
Parents seeking information and referrals can always contact 2-1-1 First Call For Help for this information as well. The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards. 

Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction, curriculum or teaching modifications, assistive technology, transition services and other specialized services such as physical, occupational, and speech therapy.

These services are provided in accordance with an Individualized Education Program (IEP), which is specifically tailored to the unique needs of each enrolled student. IDEA also grants increased parental participation and protection for students. Children between the ages of 3 and 21, who meet the eligibility criteria in one of thirteen qualifying disabilities and who require special education services because of the disability can qualify for services under IDEA.

Please see the following websites for more information:
http://www.fape.org
http://www.fape.org/idea/ideaPassed.htm 
http://www.help4adhd.org/en/education/rights/idea

Question:
I’ve heard of a program called “Fiddlers” – What is that?

Answer:
FDLRS stands for the Florida Diagnostic and Learning Resources System. They provide diagnostic and instructional support services to district exceptional student education programs and families of students with exceptionalities statewide. Within FDLRS there is a program called Child Find, which works in coordination with the school district, to locate children who are potentially eligible for services under the Individuals with Disabilities Act (IDEA). Child Find links them with needed services. FDLRS Child Find provides the following services:

Promotes general public awareness of programs and services available for children and youth who have or at risk of developing disabilities.

Helps hard-to-reach populations and potential referral sources to know about child find services serves as a central point of information by receiving referrals, providing information, and directing inquiries to appropriate service providers

Assists with screening children and youth to determine the need for formal evaluation

Assists appropriate service providers with evaluation of potentially eligible children and youth, through brokering, coordination, training and support

Facilitates service planning and initiation through tracking potentially eligible children and youth and providing service coordination as they progress through the continuum from identification to placement.

Please see the following website for more information:
http://www.broward.k12.fl.us/studentsupport/ese/html/FDLRS.html

Have questions? Need answers? Dial 2-1-1 or 954-537-0211

Question:
My child was diagnosed with oppositional defiant disorder and ADHD. Are they served by the Special Needs Hotline?

Answer:
The Special Needs Program focuses exclusively on children ages 0-22 with visual / auditory disabilities such as vision and hearing impairments or developmental disabilities to include Autism, Asperger’s Syndrome, Cerebral Palsy, Down Syndrome, and individuals diagnosed with Mental Retardation.

However, 2-1-1 offers a 24-hour helpline for Behavioral Health concerns at 954-396-4636 (or by dialing 2-1-1). A FCFH Counselor will provide you with specialized information on programs and resources available in Broward County for these and other disabilities.

Question:
My child with Special Needs is enrolled in a private school. What does the law say about student rights?

Answer:
The Individuals with Disabilities Education Act of 1997 requires every state to have in effect policies and procedures to ensure a free appropriate public education (FAPE) for all students with disabilities. School districts have obligations to parentally placed private school students with disabilities under Part B of the Individuals with Disabilities Education Act (IDEA Part B). IDEA Part B can provide benefits to students with disabilities who are placed by their parents in private schools. At the same time, it does not impose requirements on private schools.

Please see the following website for more information:
http://www.ed.gov/about/offices/list/oii/nonpublic/idea1.html

Question:
Where can I find information about the Medicaid Reform in Broward County?

Answer:
In October 2005, changes were approved to the current Medicaid system. The new design is to offer flexibility in the program so health plans can better target the needs of the program’s participants. Medicaid covers a wide variety of services. The Developmental Disability Waiver (Formerly known as Developmental Services/Home and Community-Based Services (DS/HCBS) Waiver) is a Medicaid program that provides home and community-based supports and services to eligible persons with developmental disabilities living at home or in a home-like setting, as an alternative to living in an Intermediate Care Facility for the Developmentally Disabled. Because of these changes, participants will be assisted by Choice Counselors to find which plan is right for them.

In Florida, the DS waiver is operated by the Florida Agency for Persons with Disabilities (APD) and under the authorization of the Agency for Health Care Administration's Division of Medicaid (AHCA). Information about Medicaid eligibility criteria for children and family programs can be obtained from the Department of Children and Families web site or the local Children and Families service centers. For more information about Medicaid services, call the toll-free telephone number: 1-866-76ACCESS (1-866-762-2237). To ask Choice Counseling questions: 1-866-454-3959 (TYY: 1-866-467-4970).

For more information, please visit the following websites:
http://www.cms.hhs.gov/default.asp
http://www.fdhc.state.fl.us/Medicaid/medicaid_reform/index.shtml
http://www.flmedicaidreform.com/english/pickplan.html

Question:
I've heard about recent changes to the Medicaid Waiver Program involving tiers. Can you tell me more?

Answer: In 2007, the Florida Legislature amended section 393.0661, Florida Statutes to implement a four-tiered waiver system to serve clients with developmental disabilities in the DD and Family and Supported Living Waivers.  The new waiver system calls for waiver clients to be assigned to one of four "tiers", based on an assessment of their needs. You should contact your Waiver Support Coordinator for specific questions.

For more information, please visit the following websites:
http://www.apd.myflorida.com/about/waiver-questions-and-answers.htm
http://apd.myflorida.com/planning-faq.htm
http://www.fccflorida.org/fccresources/district10/a10main.htm
http://www.arcflorida.org/e107_files/public/fact_sheet_tier_placements.doc

Question:
Where can I learn more about transition services and Transition Individualized Education Plans (TIEP)?

Answer:
Individuals with Disabilities Education Act (IDEA 2004) defines transition services as a coordinated set of activities for a child with a disability focused on improving the academic and functional achievement to facilitate the child’s movement from school to post-school activities. While the transition plan for a student receiving special education services is designed to prepare them for life after high school, transition can start when a child enters preschool. The plan is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests. [602(34)(B)]. Transition planning for students with disabilities spans the school, work and community settings. Transition should be a smooth flow from one place or condition to another. The transition planning process occurs over a period of several years and involves planning, goal setting, instruction, services, and activities designed to make that move successful .Transition planning should take place for any student with disabilities who has an Individual Educational Plan (IEP). Transition planning should involve the student, the family, school staff, agency staff, and others identified by the Transition IEP team. Parents and Guardians will be asked to help write a Transition IEP (TIEP) when a student is 14 years old, and at least once every 12 months after that. The process of developing a Transition IEP is different than the process of developing a regular IEP and include a coordinated set of services that help students prepare for post-school activities such as:

For additional information, please contact the ESE Department at your child’s school or contact 2-1-1 (954) 537-0211 or the District ESE Office at (754) 321-2230.

Please see the following websites for more information:
http://www.broward.k12.fl.us/student support/ese/html/transition.htm (Referenced Above)
http://www.wrightslaw.com/info/trans.legal.bateman.htm
http://depts.washington.edu/healthtr/
http://www.fape.org/
http://hctransitions.ichp.ufl.edu/ddcouncil/

Question:
I’ve heard of Special Needs Trusts. Where are they and how can I learn more?

Answer:
Call 2-1-1 and ask for a Special Needs Counselor for more details and referrals! A Special Needs Trust provides a set of instructions for managing money set aside to help a person with a disability. A typical Trust is designed to leave benefits to an individual. Special Needs Trusts (also called "Supplemental Needs Trusts") are Trust instruments designed to preserve SSI, Medicaid and other public benefits when one of four common events occur:

• A disabled child (who is receiving public benefits) receives an inheritance

• A disabled child (who is receiving public benefits) receives proceeds from a personal injury 
settlement or suit

• A disabled adult in a skilled nursing facility (who is receiving public benefits) receives an inheritance

• A disabled adult in a skilled nursing facility (who is receiving public benefits) receives proceeds from a 
personal injury settlement or suit

In all of the above situations, the receipt of these proceeds will mean the discontinuation of those benefits, unless proper planning is implemented. A Special Needs Trust is specifically designed to work for the benefit of the person with a disability. A Special Needs Trust is created for the supplemental care of the person with the disability. These Trusts (or SNTs) preserve government benefit eligibility and leave assets that will meet the supplemental needs of the person with a disability that go beyond food, shelter, and clothing and the medical and long term supports and services of Medicaid. A Special Needs Trust is managed by a person other than the disabled beneficiary. Unlike many other types of Trusts, the U.S. Congress has created a unique Federal law permitting the use of Special Needs Trusts. Special Needs Trusts are valid throughout the country but laws may vary from state to state. 

Please see the following websites for more information:
http://www.floridamedicaid.com/rules/specialneedstrusts.htm
http://www.thearc.org/development/whitepaper3.doc
http://www.specialneedsalliance.com/families/resources/glossary.tpl
http://www.specialneedsalliance.com/families/resources/glossary.tpl

Question:
I’ve heard the expression “Person-First Language”. Where can I learn more? 

Answer:
Person first language means putting the person before their disability. (As an example: changing the phrase "an autisitic child" to the more appropriate statement being "a child with autism". Notice the "child" or person comes first in the statement). The following are guidelines for talking about disability:The 1990 Americans with Disabilities Act and other federal and state laws work to assure that people with disabilities have the same basic rights as people without disabilities. Some things have been slow to change; namely, attitudes and perceptions about people with disabilities. Ignorance and discrimination can be serious impediments to achieving integration, productivity, and independence for people with disabilities.

The use of outdated language and words to describe people with disabilities contributes to the perpetuation of old stereotypes. If public opinion about people with disabilities is to be brought up to date, the public needs to hear and learn to use appropriate language. It is especially important for public speakers, the media, elected officials, and others in leadership positions to portray people with disabilities sensitively and realistically. This is a general guide to using descriptive words and language when talking to or concerning people with disabilities.

A Helpful Guide to Using Appropriate Language: Here are some suggestions.

-Do not refer to a person's disability unless it is relevant to the conversation.

-When referring to a person's disability, try to use "people first" language. In other words, when necessary, it is more appropriate to say "a person with a disability" rather than "a disabled person.” Another example would be saying “a child who has autism” rather than “an autistic child.” 

-Use "disability" rather than "handicap" to refer to a person's disability. It is okay to say that a person is handicapped by obstacles, such as architectural barriers or the attitudes of ignorant or insensitive people.

-Never use "cripple/crippled" in any reference of disability.

-Avoid referring to people with disabilities as "the disabled, the blind, the epileptics, the retarded, a quadriplegic," etc. Descriptive terms should be used as adjectives, not as nouns.

-Avoid negative or sensational descriptions of a person's disability. Avoid saying "suffers from," "is a victim of," or "is afflicted with." Don't refer to people with disabilities as "patients" unless they are receiving treatment in a medical facility. Never say "invalid." These portrayals elicit unwanted sympathy, or worse, pity toward individuals with disabilities. Respect and acceptance is what people with disabilities would rather have.

-Don't portray people with disabilities as overly courageous, brave, special, or superhuman. This implies that it is unusual for people with disabilities to have talents or skills.

-Don't use "normal" to describe people who don't have disabilities. It is better to say "people without disabilities" or "typical" if necessary to make comparisons.

-Never say "wheelchair-bound" or "confined to a wheelchair." People who use mobility or adaptive equipment are, if anything, afforded freedom and access that otherwise would be denied to them.

-Never assume that a person with a communication disorder (speech impediment, hearing loss, motor impairment) also has a cognitive disability. (Also, note that individuals with a cognitive disability may speak well).

Please click here to view a table regarding Person-Centered Language

Have a question? Need answers? Dial 2-1-1 or 954-537-0211